Programa de formación sobre prácticas pedagógicas asociadas a la permanencia de aprendices, orientado a instructores SENA, regional Sucre
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Fecha
2019
Autores
Paternina Solorzano, Evert
Jaraba Ascencio, James
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El estudio presentado tuvo como objetivo principal diseñar estrategias de formación sobre prácticas pedagógicas asociadas a la permanencia de aprendices en las Instituciones del SENA Regional Sucre, sustentado en los aportes teóricos de Jiménez (2011), ICFES (2002), MEN (2017) y otros estudios de rango nacional e internacional relacionados con la temática. Se suscribe a una metodología bajo el paradigma social crítico, con enfoque mixto (cuantitativo y cualitativo) dadas las técnicas e instrumentos empleados como los Diarios de Observación para el Grupo Focal, la Entrevista semi-estructurada y el Cuestionario con escala tipo Likert, aplicados a 56 instructores y 240 aprendices del SENA. Entre los principales resultados se obtuvo que se consideran valorativas de parte de los instructores las prácticas pedagógicas, pero aun con la ausencia de estrategias didácticas de orden metodológico y creativo de modo que activen la condición de permanencia de los aprendices en estos centros de formación. Los estudiantes se encuentran ávidos de conocimiento, pero presentan falencias en el desarrollo de competencias tecnológicas que son importantes para el aprendizaje técnico en este tipo de formación universitaria. Se estriba a que los instructores reflexionen sobre ciertas actuaciones dentro del aula, como manejo del discurso y respuesta a necesidades para alcanzar los fines propuestos, así como la implementación de lineamientos del programa de formación que ya está en marcha en la región Sucre, como parte de la acción tras la investigación.
The main objective of this study was to design training strategies on pedagogical practices associated with the permanence of apprentices in the Institutions of the SENA Regional Sucre, based on the theoretical contributions of Jiménez (2011), ICFES (2002), MEN (2017) and others National and international studies related to the subject. It subscribes to a methodology under the critical social paradigm, with a mixed approach (quantitative and qualitative) given the techniques and instruments used as the Observation Journals for the Focus Group, the semi-structured Interview and the Likert-type Questionnaire, applied to 56 instructors and 240 trainees of SENA. Among the main results it was obtained that the pedagogical practices of the teachers are considered evaluative by the instructors, but even with the absence of didactic strategies of methodological and creative order so that they activate the condition of permanence of the apprentices in these centers of training. Students are hungry for knowledge but have shortcomings in the development of technological skills that are a starting point for technical learning in this type of university training. It is based on instructors reflecting on certain actions within the classroom, such as discourse management and response to needs to achieve the proposed purposes, as well as the implementation of training program guidelines that are already underway in the Sucre region, as part of the action after the investigation.
The main objective of this study was to design training strategies on pedagogical practices associated with the permanence of apprentices in the Institutions of the SENA Regional Sucre, based on the theoretical contributions of Jiménez (2011), ICFES (2002), MEN (2017) and others National and international studies related to the subject. It subscribes to a methodology under the critical social paradigm, with a mixed approach (quantitative and qualitative) given the techniques and instruments used as the Observation Journals for the Focus Group, the semi-structured Interview and the Likert-type Questionnaire, applied to 56 instructors and 240 trainees of SENA. Among the main results it was obtained that the pedagogical practices of the teachers are considered evaluative by the instructors, but even with the absence of didactic strategies of methodological and creative order so that they activate the condition of permanence of the apprentices in these centers of training. Students are hungry for knowledge but have shortcomings in the development of technological skills that are a starting point for technical learning in this type of university training. It is based on instructors reflecting on certain actions within the classroom, such as discourse management and response to needs to achieve the proposed purposes, as well as the implementation of training program guidelines that are already underway in the Sucre region, as part of the action after the investigation.
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Palabras clave
Programa, Formación docente, Permanencia estudiantil, SENA, Program, Teacher training, Student stay
