{"id":77201,"date":"2018-03-09T23:22:40","date_gmt":"2018-03-09T23:22:40","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/la-educacion-emocional-en-la-formacion-inicial-de-los-docentes-en-venezuela\/"},"modified":"2018-03-09T23:22:40","modified_gmt":"2018-03-09T23:22:40","slug":"la-educacion-emocional-en-la-formacion-inicial-de-los-docentes-en-venezuela","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/formacion-y-empleo-de-profesores\/la-educacion-emocional-en-la-formacion-inicial-de-los-docentes-en-venezuela\/","title":{"rendered":"La educaci\u00f3n emocional en la formaci\u00f3n inicial de los docentes en venezuela."},"content":{"rendered":"<h2>Tesis doctoral de <strong> Mireya Vivas Garcia <\/strong><\/h2>\n<p>Esta investigaci\u00f3n curricular respondi\u00f3 a la necesidad de fortalecer la formaci\u00f3n integral del docente desde los recientes aportes de la psicolog\u00eda y de satisfacer parte de las urgencias de la actualidad social y profesional. el proceso investigativo abarc\u00f3 dos partes: la elaboraci\u00f3n del marco te\u00f3rico referencial y un trabajo de campo.  la primera parte, permiti\u00f3 sistematizar, definir conceptos y re-construir las teor\u00edas referidas a la inteligencia emocional, emoci\u00f3n, educaci\u00f3n emocional y elaboraci\u00f3n de programas de educaci\u00f3n emocional, entre otras. En varios elementos, fue necesario organizar informaciones dispersas y lo m\u00e1s importante, reinterpretar y re-situar los aportes de otras disciplinas en el marco pedag\u00f3gico, campo de inter\u00e9s profesional y eje de las transformaciones educativas.  la segunda parte, se realizo bajo un enfoque cualitativo y estuvo orientado por dos prop\u00f3sitos fundamentales: a) elaborar un diagn\u00f3stico acerca del estado de la educaci\u00f3n emocional en la formaci\u00f3n inicial del profesorado en las carreras de educaci\u00f3n de las universidades del estado t\u00e1chira, venezuela; y, a partir de ese diagn\u00f3stico y de los referentes te\u00f3ricos, b) dise\u00f1ar, aplicar y evaluar un programa de educaci\u00f3n emocional, como parte del cuerpo de proposiciones que pueden incrementar la calidad y la pertinencia en la formaci\u00f3n inicial del profesorado.  el diagn\u00f3stico se centr\u00f3 en cuatro universidades del estado t\u00e1chira, venezuela para conocer la situaci\u00f3n de la educaci\u00f3n emocional en los planes de estudio y programas de las asignaturas de los a\u00f1os 2002 y 2003. Se construy\u00f3 desde diversas miradas: el curr\u00edculum oficial expuesto en planes de estudio y programas de las asignaturas y el curr\u00edculum ejecutado al valorar los resultados alcanzados desde la perspectiva de los profesores y de los propios estudiantes, futuros docentes. Implic\u00f3 la utilizaci\u00f3n de varias t\u00e9cnicas cuantitativas y cualitativas, como cuestiona<\/p>\n<p>&nbsp;<\/p>\n<h3>Datos acad\u00e9micos de la tesis doctoral \u00ab<strong>La educaci\u00f3n emocional en la formaci\u00f3n inicial de los docentes en venezuela.<\/strong>\u00ab<\/h3>\n<ul>\n<li><strong>T\u00edtulo de la tesis:<\/strong>\u00a0 La educaci\u00f3n emocional en la formaci\u00f3n inicial de los docentes en venezuela. <\/li>\n<li><strong>Autor:<\/strong>\u00a0 Mireya Vivas Garcia <\/li>\n<li><strong>Universidad:<\/strong>\u00a0 Nacional de educaci\u00f3n a distancia<\/li>\n<li><strong>Fecha de lectura de la tesis:<\/strong>\u00a0 17\/11\/2005<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Direcci\u00f3n y tribunal<\/h3>\n<ul>\n<li><strong>Director de la tesis<\/strong>\n<ul>\n<li>Domingo Jos\u00e9 Gallego Gil<\/li>\n<\/ul>\n<\/li>\n<li><strong>Tribunal<\/strong>\n<ul>\n<li>Presidente del tribunal: Jos\u00e9 Antonio Torres gonzalez <\/li>\n<li>Luis Fernando Vilchez mart\u00edn (vocal)<\/li>\n<li>Mar\u00eda no Guti\u00e9rrez tapias (vocal)<\/li>\n<li> Gonz\u00e1lez \u00e1lvarez m. del carmen (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Tesis doctoral de Mireya Vivas Garcia Esta investigaci\u00f3n curricular respondi\u00f3 a la necesidad de fortalecer la formaci\u00f3n integral del docente [&hellip;]<\/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 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