2 research outputs found
COMPETENCIAS PARA LA INTERVENCI脫N SOCIOEDUCATIVA CON J脫VENES EN DIFICULTAD SOCIAL
Este art铆culo presenta los resultados de una reciente investigaci贸n sobre lo que supone ser un/a educador/a competente en la intervenci贸n socioeducativa con poblaci贸n juvenil en dificultad social. En la investigaci贸n se utiliz贸 una metodolog铆a ex post facto de tipo causal-correlacional, en la que se recurri贸 al an谩lisis longitudinal de la informaci贸n disponible en torno al momento de la emancipaci贸n de los j贸venes. Para ello se seleccionaron dos muestras, una de educadores y otra de j贸venes (significativa estad铆sticamente, n.c.99%; m.e.0.1), y se procedi贸 a la aplicaci贸n de una bater铆a de instrumentos (cuestionarios, entrevistas, an谩lisis de documentaci贸n) con el fin de contrastar los resultados relacionados con la definici贸n de competencias en intervenci贸n socioeducativa y las aportaciones te贸ricas al respecto. En la discusi贸n se profundiza sobre las diferentes valoraciones de j贸venes y profesionales, y se concluye definiendo siete competencias espec铆ficas para la intervenci贸n socioeducativa con j贸venes en dificultad social.This article presents the results of a recent research which deals with the issue of what means to be a competent educator in the socio-educational intervention with young people in social difficulty. We have used a methodology ex post facto, causal-correlational, which used the longitudinal analysis of the information available around the time of the emancipation of young. We selected two samples, educators and young people (statistically significant, c.i. 99%; m.e. 0.1), and we proceeded to implement a battery of instruments (questionnaires, interviews, analysis of documentation). The information obtained has been contrasted with the theoretical contributions on specific competences for socio-educational intervention with young people in social difficulty. The discussion elaborates the different assessments of young people and professionals, and concludes by identifying seven specific competencies to the socio-educational intervention with youth in social difficulty
Perfiles docentes y excelencia: un estudio en la Universidad T茅cnica Particular de Loja, Ecuador
University lecturers constitute a fundamental pillar in improving the quality of higher education, the training of new generations of students, and in enhancing educational innovation. Their role is often dynamic as it involves making certain modifications. For example, when there is a change of focus or perspective in the way the learning process is conceived or managed. For this reason, university lecturers require a competence-based profile that will enable them to successfully take on the challenges arising from the educational paradigm, or those stemming from the needs of our current information society. The core objective of this current research is to identify the competences that bi-modal teachers possess at the Universidad T茅cnica Particular de Loja (Ecuador). By doing so, we can identify the training and development needs of those teaching professionals that have not reached an adequate level of knowledge. This article is based on the key premise that university professionals have to function in an environment that is becoming more and more complex and multi-focused. Indeed, it is primarily characterized by accelerated technological developments and the training needs of a diversified nature. Within this context, we designed a self-evaluation quiz that was applied to bi-modal university teachers. Based on the empirical results that were obtained, we were able to establish three competency-based profiles: (high, medium and low), and identify the specific and transversal competences of which the bi-modal teachers have more or less command so as to determine their specific training needs.El docente universitario constituye un pilar fundamental en la mejora de la calidad de la educaci贸n superior, la formaci贸n de las nuevas generaciones y la innovaci贸n educativa. Su rol no es 煤nico y experimenta modificaciones a medida que cambia el enfoque o perspectiva desde el cual se concibe y gestiona el proceso de aprendizaje. Por lo tanto, requiere de un perfil competencial que le permita asumir con 茅xito los retos que el nuevo paradigma educativo y la sociedad de la informaci贸n reclaman.La finalidad principal del presente trabajo de investigaci贸n es identificar las competencias que poseen en la actualidad los profesores bimodales de la Universidad T茅cnica Particular de Loja (Ecuador), a fin de promover el desarrollo de aquellas que no han alcanzado un nivel adecuado. Asumimos la premisa de que estos profesionales deben actuar en un entorno cada vez m谩s complejo, plural, con un acelerado desarrollo tecnol贸gico y demandas formativas diversificadas. Con este prop贸sito se dise帽贸 un cuestionario de autoevaluaci贸n que incluye 20 competencias (114 indicadores), con una escala de 5 niveles de dominio. Este cuestionario se aplic贸 a 403 profesores universitarios bimodales de esta Universidad. A partir de los resultados emp铆ricos obtenidos se establecieron tres perfiles competenciales (alto, medio y bajo) e identificaron las competencias espec铆ficas y transversales en las que los profesores bimodales tienen un mayor y menor dominio para, desde este conocimiento, determinar sus necesidades formativas