Comunicación docente en el aprendizaje de los estudiantes de décimo año del colegio Aguirre Abad de Guayaquil
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Fecha
2012
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Universidad de Guayquil. Facultad de Ciencias Psicológicas
Resumen
Este trabajo de investigación sugiere una nueva forma de abordar el proceso de enseñanza-aprendizaje desde el punto de vista de la comunicación docente, presentando estrategias que pueden ser beneficiosas para la interacción maestro-alumno, en el desarrollo de: la comunicación interpersonal, el autoconocimiento, el conocimiento del otro, la comunicación afectiva-cognoscitiva, la comunicación de expectativas y la capacidad de escucha. Se analizan también algunos instrumentos que posibilitan al educador una mejor relación consigo mismo y con los demás. Por último, se exponen los efectos que las distintas actitudes de comunicación pueden tener en la relación pedagógica, observando los beneficios que se pueden lograr al utilizar una comunicación asertiva o de autoafirmación en la prevención y resolución de conflictos en el contexto educativo.
Metodológicamente se han considerado los criterios de una investigación que tiene una postura cuali-cuantitativa; de corte descriptivo y el método a utilizar es el hipotético-deductivo. La muestra representativa corresponde al 100% de la población total de los maestros, estudiantes y padres de familia del décimo año décimo tercera sección, del Colegio Aguirre Abad de Guayaquil. Se utilizan como técnicas de recolección de datos, la revisión bibliográfica, la observación y la encuesta; como instrumentos: la guía de observación y cuestiones de selección de alternativas y comentarios. Los resultados logrados facilitan sustentar conclusiones y recomendaciones sobre la influencia de la comunicación docente en el contexto educativo y su importancia en el desarrollo de las relaciones interpersonales y afectivas, lo que permitirá mejorar el ambiente y la calidad de aprendizaje de los estudiantes.
This research suggests a new approach to the teaching-learning from the point of view of teacher communication, presenting strategies that can be beneficial to the teacher-student interaction in the development of: interpersonal communication, self-awareness , knowledge of the other, the affective-cognitive, communication of expectations and listening skills. some instruments that allow the teacher a better relationship with yourself and others are also analyzed. Finally, the effects of different communication attitudes can have on the pedagogical relationship are discussed, noting the benefits that can be achieved by using an assertive communication or self-assertion in the prevention and resolution of conflicts in the educational context. Methodologically they have been considered the criteria of an investigation that has a quali-quantitative approach; cutting descriptive and the method to be used is the hypothetical-deductive. The representative sample corresponds to 100% of the total population of teachers, students and parents of the tenth year the thirteenth section of the Colegio Aguirre Abad of Guayaquil. They are used as data collection techniques, the literature review, observation and survey; as instruments: the observation guide and selection of alternatives issues and comments. The results achieved provide support conclusions and recommendations on the influence of teacher communication in the educational context and its importance in the development of interpersonal and emotional relationships, which will improve the environment and quality of student learning.
This research suggests a new approach to the teaching-learning from the point of view of teacher communication, presenting strategies that can be beneficial to the teacher-student interaction in the development of: interpersonal communication, self-awareness , knowledge of the other, the affective-cognitive, communication of expectations and listening skills. some instruments that allow the teacher a better relationship with yourself and others are also analyzed. Finally, the effects of different communication attitudes can have on the pedagogical relationship are discussed, noting the benefits that can be achieved by using an assertive communication or self-assertion in the prevention and resolution of conflicts in the educational context. Methodologically they have been considered the criteria of an investigation that has a quali-quantitative approach; cutting descriptive and the method to be used is the hypothetical-deductive. The representative sample corresponds to 100% of the total population of teachers, students and parents of the tenth year the thirteenth section of the Colegio Aguirre Abad of Guayaquil. They are used as data collection techniques, the literature review, observation and survey; as instruments: the observation guide and selection of alternatives issues and comments. The results achieved provide support conclusions and recommendations on the influence of teacher communication in the educational context and its importance in the development of interpersonal and emotional relationships, which will improve the environment and quality of student learning.
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APRENDIZAJE, METODOLOGIA, COMUNICACION, DOCENTES