{"id":114729,"date":"2013-04-10T00:00:00","date_gmt":"2013-04-10T00:00:00","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/representaciones-sociales-de-buen-docente-de-educacion-general-basica\/"},"modified":"2013-04-10T00:00:00","modified_gmt":"2013-04-10T00:00:00","slug":"representaciones-sociales-de-buen-docente-de-educacion-general-basica","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/murcia\/representaciones-sociales-de-buen-docente-de-educacion-general-basica\/","title":{"rendered":"Representaciones sociales de buen docente de educaci\u00f3n general b\u00e1sica"},"content":{"rendered":"

Tesis doctoral de Ines Viviana Vega <\/strong><\/h2>\n

Objetivos: esta tesis se ha centrado en explorar qu\u00e9 es ser un \u00c2\u00bfbuen docente\u00c2\u00bf o maestro de la educaci\u00f3n general b\u00e1sica (egb) para los actores de la comunidad educativa de buenos aires, capital de la argentina: informantes clave; supervisores; directivos, maestros; padres y alumnos. Se ha propuesto: a. Conocer la noci\u00f3n estereotipada de \u00c2\u00bfbuen docente\u00c2\u00bf que impera impl\u00edcitamente en la comunidad educativa (informantes clave, supervisores, directivos, maestros, padres y alumnos). b. Identificar los distintos matices que adquieren las representaciones de \u00c2\u00bfbuen docente\u00c2\u00bf de egb 1 y 2 en la comunidad educativa de las escuelas de egb de la ciudad de buenos aires (argentina). c. Indicar especificidades en la representaci\u00f3n de buen docente de los maestros en relaci\u00f3n con el nivel socioecon\u00f3mico de los alumnos que atienden. d. Se\u00f1alar especificidades en la representaci\u00f3n de buen docente en relaci\u00f3n con el nivel educativo alcanzado por los padres y en cuanto al ciclo escolar de sus hijos. e. Describir diferentes matices en las representaciones de \u00c2\u00bfbuen maestro\u00c2\u00bf de los alumnos de acuerdo con el ciclo escolar que cursan. metodolog\u00eda este estudio suscribe a los postulados de la investigaci\u00f3n cualitativa, desde la perspectiva del paradigma de la complejidad. los instrumentos utilizados fueron una entrevista semiestructurada a informantes clave, supervisores, directivos y maestros de egb seleccionados como \u00c2\u00bfbuenos\u00c2\u00bf; un cuestionario autoadministrado a padres y a alumnos y un taller con docentes llevado a cabo con maestros, profesores y directivos de todo el pa\u00eds del \u00e1mbito educativo tanto p\u00fablico como privado. los actores de la comunidad educativa involucrados en este estudio fueron: informantes clave (2); supervisores (6); directivos (15); maestros \u00c2\u00bfelegidos como buenos\u00c2\u00bf por supervisores y directivos (18); docentes de todo el pa\u00eds participantes del taller (46): padres (37) y alumnos (40) el an\u00e1lisis cualitativo realizado estuvo centrado en la generaci\u00f3n de categor\u00edas o dimensiones sem\u00e1nticas para posteriormente, proceder a la cuantificaci\u00f3n de su frecuencia. Se adopt\u00f3 el formato de la met\u00e1fora para presentar las reflexiones realizadas. El mismo tuvo la intenci\u00f3n de condensar significados al tiempo que de abrirlos y posibilitar el despliegue de m\u00faltiples sentidos. conclusiones\/resultados la noci\u00f3n estereotipada de \u00c2\u00bfbuen docente\u00c2\u00bf que impera impl\u00edcitamente en la comunidad educativa, la representaci\u00f3n de buen maestro que tienen informantes clave, supervisores, directivos, maestros, padres y alumnos es la de la de la met\u00e1fora del homo laborens. Es decir, el maestro de egb como buen trabajador, responsable, constante, perseverante, \u00c2\u00bfgustoso\u00c2\u00bf de ejercer su trabajo. cabe resaltar que la representaci\u00f3n de buen docente se inscribe en la subjetividad social posmoderna a la que se ha designado en este trabajo como met\u00e1fora del homo psicologicus que es la que actualmente predomina. pero corresponde se\u00f1alar que toda representaci\u00f3n porta un n\u00facleo (homo laborens; homo psicologicus) pero tambi\u00e9n elementos perif\u00e9ricos que refieren a cierta diversidad de matices. En este marco es preciso destacar que en el \u00e1mbito educativo circulan adem\u00e1s tambi\u00e9n, aunque de manera m\u00e1s tenue, ideas de la modernidad en la noci\u00f3n de buen docente, ideas del homo aequalis, ideas sobre las utop\u00edas, las acciones sociales. As\u00ed pueden hallarse como elementos perif\u00e9ricos de la representaci\u00f3n de \u00c2\u00bfbuen docente\u00c2\u00bf ideas relacionadas con el homo vocationis y el homo sapiens. La primera de estas representaciones metaf\u00f3ricas enfatiza la condici\u00f3n de la vocaci\u00f3n como llamado o foco de compromiso moral, como regalo de la gracia divina, como predeterminaci\u00f3n o predestinaci\u00f3n por su parte, el homo sapiens representa una a\u00f1oranza del tipo \u00c2\u00bftodo tiempo pasado fue mejor\u00c2\u00bf, un imposible en la actual era de la informaci\u00f3n simult\u00e1neamente, otro de los elementos perif\u00e9ricos develados es la representaci\u00f3n metaf\u00f3rica del homo ludens en estrecha relaci\u00f3n con la cosmovisi\u00f3n posmoderna, que act\u00faa como ideal o aspiraci\u00f3n objectives: this thesis has focused on exploring what is to be a "good teacher" or master of the basic general education (egb) for stakeholders in the educational community in buenos aires, capital of the argentina: key informants; supervisors; managers, teachers; parents and students. It has been proposed: a. To know the stereotypical notion of "good teacher" prevailing implicitly in the educational community (key informants, supervisors, managers, teachers, parents and students). b. Identify the different nuances that acquire a "good teacher" representations of egb 1 and 2 in the educational community of schools of primary education of the city of buenos aires (argentina). c. Indicate specificities in the representation of good teacher of teachers in relation to the socioeconomic status of the students who attend. d. Point out specifics in the representation of good teaching in relation to the educational level reached by the parents and the schooling of their children. e describe different nuances in the representations of "good teacher" of students in accordance with the school year attending. methodology this study subscribes to the tenets of qualitative research, from the perspective of the paradigm of complexity. the instruments used were a semi-structured interview key informants, supervisors, managers and egb teachers selected as 'good'; a self-administered parents and students questionnaire and a workshop with teachers conducted with teachers, professors and executives from around the country of public and private educational level. the actors of the educational community involved in this study were: (2) key informants; supervisors (6); managers (15); "chosen as good" teachers for supervisors and managers (18); teachers from across the country participating the workshop (46): parents (37) and students (40) the qualitative analysis focused on the generation of categories or semantic dimensions then, proceed to the quantification of their frequency. Adopted the metaphor format to present the reflections made. It was intended to condense meaning while opening them and enable the deployment of multiple senses. conclusions \/ results the stereotypical notion of "good teacher" prevailing implicitly in the educational community, the representation of good teacher who have key informants, supervisors, managers, teachers, parents and students is the metaphor of the homo laborem. It means the master of egb as a good worker, responsible, steady, persevering, "tasty" exercise their work. should be noted that the representation of good teacher fits in postmodern social subjectivity to which has been appointed as in this work as a metaphor of the homo psicologicus which is currently predominates. but corresponds to point out that any representation carries a core (homo laborem; and homo psicologicus) but also peripheral items which refer to certain diversity of nuances. In this context it should be noted in the field of education circulating in addition too, but in a more subdued manner, ideas of modernity in the notion of good teaching, ideas of homo aequalis, ideas about utopias, the social actions. Thus they may be as peripheral elements of the representation of "good teacher" ideas related to homo vocationis and homo sapiens. The first of these metaphorical representations emphasizes the status of vocation as a call or focus of moral commitment, as a gift of divine grace, as predetermination or predestination. furthermore, homo sapiens represents a longing of the type "all past was better", an impossible in today's age of information simultaneously. Another unveil peripheral elements is the metaphorical representation of the homo ludens in close relationship with the postmodern worldview, which acts as an ideal or aspiration.<\/p>\n

 <\/p>\n

Datos acad\u00e9micos de la tesis doctoral \u00abRepresentaciones sociales de buen docente de educaci\u00f3n general b\u00e1sica<\/strong>\u00ab<\/h3>\n
    \n
  • T\u00edtulo de la tesis:<\/strong>\u00a0 Representaciones sociales de buen docente de educaci\u00f3n general b\u00e1sica <\/li>\n
  • Autor:<\/strong>\u00a0 Ines Viviana Vega <\/li>\n
  • Universidad:<\/strong>\u00a0 Murcia<\/li>\n
  • Fecha de lectura de la tesis:<\/strong>\u00a0 04\/10\/2013<\/li>\n<\/ul>\n

     <\/p>\n

    Direcci\u00f3n y tribunal<\/h3>\n
      \n
    • Director de la tesis<\/strong>\n
        \n
      • Mar\u00eda Teresa Gonzalez Gonzalez<\/li>\n<\/ul>\n<\/li>\n
      • Tribunal<\/strong>\n
          \n
        • Presidente del tribunal: Juan manuel Escudero mu\u00f1oz <\/li>\n
        • laura Rayon rumayor (vocal)<\/li>\n
        • Jes\u00fas Domingo segovia (vocal)<\/li>\n
        • Juan Carlos Torrego seijo (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

           <\/p>\n","protected":false},"excerpt":{"rendered":"

          Tesis doctoral de Ines Viviana Vega Objetivos: esta tesis se ha centrado en explorar qu\u00e9 es ser un \u00c2\u00bfbuen docente\u00c2\u00bf […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"footnotes":""},"categories":[8235,8934],"tags":[227295,35443,118023,8657,38979,26219],"class_list":["post-114729","post","type-post","status-publish","format-standard","hentry","category-murcia","category-profesion-y-situacion-del-profesorado","tag-ines-viviana-vega","tag-jesus-domingo-segovia","tag-juan-carlos-torrego-seijo","tag-juan-manuel-escudero-munoz","tag-laura-rayon-rumayor","tag-maria-teresa-gonzalez-gonzalez"],"_links":{"self":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/114729","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/comments?post=114729"}],"version-history":[{"count":0,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/114729\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/media?parent=114729"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/categories?post=114729"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/tags?post=114729"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}