| dc.creator |
María Elena Mathiesen |
|
| dc.creator |
María Olivia Herrera |
|
| dc.creator |
Isidora Recart Herrera |
|
| dc.date |
2004-01-01T00:00:00Z |
|
| dc.date.accessioned |
2015-08-12T11:18:42Z |
|
| dc.date.available |
2015-08-12T11:18:42Z |
|
| dc.identifier |
0716-050X |
|
| dc.identifier |
0718-0705 |
|
| dc.identifier |
https://doaj.org/article/9b27aa99e878420695e378855bfaccdd |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/27092 |
|
| dc.description |
Este artículo presenta la descripción de las orientaciones educacionales de profesores que se desempeñan en el primer ciclo de enseñanza básica en la Octava Región y relaciones de éstas con otros aspectos de la calidad educativa, como también algunas características psicométricas de los instrumentos que evalúan las orientaciones. El modelo teórico utilizado se basa en el modelo ecológico de Bronfenbrenner. La muestra es de 168 profesores de 1º a 3º de 134 colegios. Los instrumentos resultaron confiables. Las expectativas evolutivas son tardías, más tempranas en docentes de escuelas de jornada extendida y que se declaran sin religión. Los profesores otorgan alta importancia a los valores y principios analizados, los valores directivos se correlacionan inversamente con la calidad del proceso educativo. El grado de influencia que el profesor percibe en los actores del proceso es bajo.<br>This article describes the educational orientations of 168 teachers that work in the first grades of elementary schools in the Region of Bío Bío, and the psychometric characteristics of the instruments used and some relations of these orientations with aspects of the educational quality of the 168 classrooms observed. The theoretical model is based on Bronfenbrenner´s ecological model of development. The instruments were found reliable. The teacher´s developmental expectations were somehow late, earlier in teachers that worked the whole day and declared that they had no religion; the academic and directive educational attitudes correlated inversely with classroom education quality. The degree of influence that the teacher perceives in the members of the process is low. |
|
| dc.language |
English |
|
| dc.language |
Spanish |
|
| dc.language |
Portuguese |
|
| dc.publisher |
Universidad Austral de Chile. Facultad de Filosofía y Humanidades |
|
| dc.relation |
http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-07052004000100006 |
|
| dc.relation |
https://doaj.org/toc/0716-050X |
|
| dc.relation |
https://doaj.org/toc/0718-0705 |
|
| dc.source |
Estudios Pedagógicos (Valdivia), Iss 30, Pp 93-109 (2004) |
|
| dc.subject |
calidad educativa |
|
| dc.subject |
orientaciones educativas |
|
| dc.subject |
educational quality |
|
| dc.subject |
teacher's educational orientations |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Theory and practice of education |
|
| dc.subject |
LB5-3640 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
ORIENTACIONES EDUCACIONALES DE PROFESORES DE PRIMER CICLO DE ENSEÑANZA BASICA DE LA REGION DEL BIO BIO Elementary teacher's educational orientations in the Bío Bío Region, Chile |
|
| dc.type |
article |
|