Gestión psicopedagógica del docente de nivel inicial en la praxis de la educación inclusiva de la unidad educativa “lemas”
Cargando...
Fecha
2012
Autores
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad de Guayaquil. Facultad de Ciencias Psicológicas
Resumen
Para que se lleve a cabo la práctica, de manera efectiva, un modelo educativo que potencie la inclusión es necesario e imprescindible que los docentes compartan o comulguen con los principios que conlleva este compromiso psicológico-sociológico. La finalidad de la investigación es comprobar si la gestión psicopedagógica del docente permite la educación inclusiva, reflejada en las prácticas que se desarrollan en las escuelas, específicamente en el nivel inicial de la Unidad Educativa LEMAS, que es donde se inicia la escolaridad y es menester atender las necesidades no solo cognitivas, sino también socio afectivas así como las dificultades que se puedan presentar durante el desarrollo académico. El desconocimiento de las implicaciones que conlleva la praxis de la educación inclusiva generan una problemática latente dentro de las entidades educativas, el desinterés, la falta de capacitación o preparación de los actores de la educación no generan un desarrollo optimo de la inclusión como tal. Bajo esta consideración se debe trabajar en base a la realidad existente y es entonces que mediante un estudio descriptivo se pretende conocer la calidad de la gestión docente basados en los conocimientos y preparación psicopedagógica y la influencia que ésta tiene en la atención de las necesidades educativas especiales de los estudiantes y por ende en el desarrollo de la inclusión educativa. Para ello se analizan los resultados obtenidos a partir de encuestas, observaciones y entrevistas a los docentes y padres de familia de la institución mencionada. Con base en esto se plantean recomendaciones que promueven el desarrollo del docente principalmente como ente potencializador de la inclusión desde la gestión que mantiene en las aulas de clase.
To be carried out practice, effectively, an educational model that fosters inclusion is necessary and essential that teachers share or receive Communion with the principles involved in this psychological-sociological commitment. The purpose of the investigation is to check whether the psychology teacher management allows inclusive education, reflected in the practices developed in schools, specifically on the initial level of the Education Unit SLOGANS, where schooling starts and is necessary addressing not only cognitive, but also emotional and social difficulties that may arise during the academic development. The ignorance of the implications of the practice of inclusive education generate a latent problems within educational institutions, disinterest, lack of training or preparation of education actors do not generate an optimal development of inclusion as such. Under this consideration it should work based on the existing reality and it is then that a descriptive study aims to determine the quality of teaching management based on knowledge and psychology preparation and the influence it has on the attention of the special educational needs students and therefore in the development of educational inclusion. For this purpose the results obtained from surveys, observations and interviews with teachers and parents of that institution are analyzed. Based on this recommendations that promote teacher development mainly as inclusion body potentiator from management that keeps classrooms they arise. learning mathematics and thus generate motivation, responsibility, independence, emotional involvement and development of resources and potential in basic education students
To be carried out practice, effectively, an educational model that fosters inclusion is necessary and essential that teachers share or receive Communion with the principles involved in this psychological-sociological commitment. The purpose of the investigation is to check whether the psychology teacher management allows inclusive education, reflected in the practices developed in schools, specifically on the initial level of the Education Unit SLOGANS, where schooling starts and is necessary addressing not only cognitive, but also emotional and social difficulties that may arise during the academic development. The ignorance of the implications of the practice of inclusive education generate a latent problems within educational institutions, disinterest, lack of training or preparation of education actors do not generate an optimal development of inclusion as such. Under this consideration it should work based on the existing reality and it is then that a descriptive study aims to determine the quality of teaching management based on knowledge and psychology preparation and the influence it has on the attention of the special educational needs students and therefore in the development of educational inclusion. For this purpose the results obtained from surveys, observations and interviews with teachers and parents of that institution are analyzed. Based on this recommendations that promote teacher development mainly as inclusion body potentiator from management that keeps classrooms they arise. learning mathematics and thus generate motivation, responsibility, independence, emotional involvement and development of resources and potential in basic education students
Descripción
Palabras clave
DOCENTES, AULAS, CAPACITACIÓN, MODELO EDUCATIVO