DEVOLUCIÓN DE LOS RESULTADOS DE INFORMES PSICOLÓGICOS DENTRO DEL PROCESO DE CAPACITACIÓN DOCENTE EN LA “UNIDAD EDUCATIVA LICEO NAVAL GUAYAQUIL
Fecha
2020
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Universidad de Guayaquil -Facultad de Ciencias Psicológicas
Resumen
La presente sistematización de experiencias, se elaboró a partir de la práctica del octavo semestre de la carrera de psicología, específicamente asumiendo como objeto el proceso de capacitación docente en NEE en la “Unidad Educativa Liceo Naval Guayaquil”. Para el eje de sistematización se formuló la siguiente pregunta: ¿Cómo integrar la devolución de los resultados de informes psicológicos de escolares en el proceso de capacitación docente en NEE en la Unidad Educativa Liceo Naval Guayaquil? La finalidad fue valorar la devolución de los resultados de informes psicológicos de escolares dentro del proceso de capacitación docente en NEE en la Unidad Educativa Liceo Naval Guayaquil. La metodología es de tipo cualitativa y responde al diseño de sistematización de experiencias. Las fuentes de información que se utilizaron fueron: planificación de la capacitación docente, cronograma de la capacitación docente, informes psicológicos y registros de asistencia docente. Dentro de la etapa de recuperación del proceso vivido es posible indicar tres fases importantes: diagnóstico y planificación, sensibilización e intervención, evaluación de procesos y entrega de resultados. La reflexión crítica de la experiencia vivida menciona que para que la integración de la devolución de los resultados de informes psicológicos de escolares en el proceso de capacitación docente, se logra cuando se opta por un modelo de capacitación sistemática que enfatiza en el acompañamiento en el puesto de trabajo, que tomen en cuenta las necesidades formativas de los docentes detectados con un diagnóstico previo
The present systematization of experiences was elaborated from the practice of the eighth semester of the psychology career, specifically assuming as an object the process of teacher training in SEN in the “Educational Unit Liceo Naval Guayaquil”. For the systematization axis, the following question was formulated: How to integrate the return of the results of psychological reports of schoolchildren in the process of teacher training in SEN at the Liceo Naval Guayaquil Educational Unit? The purpose was to assess the return of the results of psychological reports of schoolchildren within the process of teacher training in SEN at the Liceo Naval Guayaquil Educational Unit. The methodology is qualitative and responds to the design of systematization of experiences. The information sources used were: teacher training planning, teacher training schedule, psychological reports and teacher attendance records. Within the recovery stage of the lived process, it is possible to indicate three important phases: diagnosis and planning, awareness and intervention, process evaluation and delivery of results. The critical reflection of the lived experience mentions that for the integration of the return of the results of psychological reports of schoolchildren in the teacher training process, it is achieved when a systematic training model is chosen that emphasizes the accompaniment in the position that take into account the training needs of the teachers detected with a previous diagnosis
The present systematization of experiences was elaborated from the practice of the eighth semester of the psychology career, specifically assuming as an object the process of teacher training in SEN in the “Educational Unit Liceo Naval Guayaquil”. For the systematization axis, the following question was formulated: How to integrate the return of the results of psychological reports of schoolchildren in the process of teacher training in SEN at the Liceo Naval Guayaquil Educational Unit? The purpose was to assess the return of the results of psychological reports of schoolchildren within the process of teacher training in SEN at the Liceo Naval Guayaquil Educational Unit. The methodology is qualitative and responds to the design of systematization of experiences. The information sources used were: teacher training planning, teacher training schedule, psychological reports and teacher attendance records. Within the recovery stage of the lived process, it is possible to indicate three important phases: diagnosis and planning, awareness and intervention, process evaluation and delivery of results. The critical reflection of the lived experience mentions that for the integration of the return of the results of psychological reports of schoolchildren in the teacher training process, it is achieved when a systematic training model is chosen that emphasizes the accompaniment in the position that take into account the training needs of the teachers detected with a previous diagnosis
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Inclusión educativa,, Capacitación docente, Devolución de informes psicológicos