La superación profesional del docente. Una mirada desde la educación preescolar.
Archivos
Fecha
2016-07
Autores
Hernández Nodarse, Tania
Rodríguez Rodríguez, Beatriz
Hernández Ortega, Tamara Beatriz
Fragoso Ávila, Juana Elena
Título de la revista
ISSN de la revista
Título del volumen
Editor
Resumen
La prevención de los trastornos del lenguaje desde la primera infancia, es unaproblemática susceptible de transformación en el ámbitopedagógico,y aunque ha estado en el centro de atención de importantes estudioscontemporáneos, la práctica ha evidenciado que persisten las insuficiencias en el proceso de superación profesional de los docentes de la Educación Preescolar para acometer esta tarea, por lo que el objetivo de la investigación estuvo centrado en:identificarlas principales necesidades de superación de los docentes de la Educación Preescolar para prevenir desde la primera infancia, la aparición de trastornos del lenguaje llegada la edad escolar. El presente artículo aborda los resultadosde una investigación de tipo exploratoria, que constituyó la fase inicial de un estudio de mayor profundidad validado en la práctica a través de un pre-experimento pedagógico. Dada la complejidad y variedad de los datos, fue necesario recurrir a una amplia gama de instrumentos elaborados específicamente para el escenario concretoobjeto de investigación, tales como:laentrevista no estructurada, laobservación participante(notas de campo) y el cuestionario, así como la triangulación de fuentes para demostrar la convergencia entre los resultados obtenidos.El cruzamiento de la información permitió identificar las principales necesidades de superación de los docentes de la Educación Preescolar, tomando en consideración sus funciones específicas y el contexto de actuacióndonde se desempeñan. El proceso desarrollado les aportó vías para reconocer dichas necesidades a partir de la implicaciónactiva en la determinación de lo que resulta realmente importante incluir en el currículo de su superación, con vistas a la prevención de los trastornos del lenguaje.
Preventing language disorders from early ages is a situation that can be solved in the pedagogical area; although it has been the focus of important contemporary studies, practice has shown that there are still lacks in the process of in-service teachereducation of teachers of preschool education. That is why, the objective of this research was focus on assessing the main needs of preschool teachers to help the prevention of language disorders before entering school. This article shows the results of an exploratory research, which constitutes the initial phase of a deeper study conducted through a pedagogical pre-experiment. Due to the complexity and variety of the data, it was necessary to use a wide variety of tools, methods and techniques according tothe research context, such as the unstructured interview, participant observation, field notes, the questionnaire and triangulation of sources to demonstrate convergence among results. The relationship of the obtained information made it possible to identify the main needs of the teachers of preschool education taking into account their specific functions and the context where they develop their teaching. The process that was carried out provided these teachers with the tools for recognizing their own needs for preventing language disorders from early ages, because they were very active in it.
Preventing language disorders from early ages is a situation that can be solved in the pedagogical area; although it has been the focus of important contemporary studies, practice has shown that there are still lacks in the process of in-service teachereducation of teachers of preschool education. That is why, the objective of this research was focus on assessing the main needs of preschool teachers to help the prevention of language disorders before entering school. This article shows the results of an exploratory research, which constitutes the initial phase of a deeper study conducted through a pedagogical pre-experiment. Due to the complexity and variety of the data, it was necessary to use a wide variety of tools, methods and techniques according tothe research context, such as the unstructured interview, participant observation, field notes, the questionnaire and triangulation of sources to demonstrate convergence among results. The relationship of the obtained information made it possible to identify the main needs of the teachers of preschool education taking into account their specific functions and the context where they develop their teaching. The process that was carried out provided these teachers with the tools for recognizing their own needs for preventing language disorders from early ages, because they were very active in it.
Descripción
Palabras clave
Prevención, Trastornos del Lenguaje, Primera Infancia, Prevention, Language Disorders, Early Childhood