APROXIMACION A UN MODELO EVALUATIVO DE LA FORMACION PERMANENTE DEL PROFESORADO EN CHILE Approach to an evaluation model of the permanent education of teachers in Chile

dc.creator	Christian Miranda Jaña
dc.date	2005-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:19:51Z
dc.date.available	2015-08-12T11:19:51Z
dc.identifier	0716-050X
dc.identifier	0718-0705
dc.identifier	https://doaj.org/article/960e4f1cb89842d1aad49f5e9acd07eb
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/27907
dc.description	El propósito de esta investigación es contrastar un modelo de análisis que permita aproximarse a los aspectos que la formación permanente aporta a los docentes en términos profesionales. Para ello se analiza el impacto provocado por el Programa de Becas en el Exterior (PBE) sobre la autoestima profesional de los docentes beneficiados. Se optó por un diseño cuasiexperimental con pretest y postest que articula procedimientos cualitativos y cuantitativos. A una muestra de 352 profesores de nivel básico se validó y aplicó la Escala de Autoestima de profesores de Arzola y Collarte (1992) destinada a evaluar tal competencia profesional. Los resultados revelaron: a) diferencias significativas entre el perfil de autoestima profesional percibido antes del PBE y posterior a éste en las dimensiones Yo Soy, Yo Siento y Yo Hago, exceptuando los factores de Autocriticidad y Vocación; y b) las relaciones percibidas entre las dimensiones permitieron la clarificación de un modelo evaluativo que evidencia el impacto del PBE sobre tal competencia<br>The purpose of this investigation is to contrast a model of analysis which allows us to come closer to the aspects that permanent training contributes to the teachers in professional terms. The impact produced by the Abroad Training Program (PBE) on the professional self-esteem of the benefited teachers is analized. A quasi-experimental design was chosen, including a pre-test and a post-test, to articulate qualitative and quantitative procedures. The Self-esteem Scale by Arzola y Collarte (1992) was validated and applied to a sample of 352 primary school teachers in order to evaluate the professional self-esteem. The results revealed: a) significant differences before and after the PBE was carried out in relation to the professional self-esteem profile in the dimensions: I am, I feel and I do, exempting the self-criticism and vocation factors; and, b) the relations perceived among the dimensions allowed the clarification of a evaluating model that demonstrates the impact of the PBE on such competence
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=S0718-07052005000200010
dc.relation	https://doaj.org/toc/0716-050X
dc.relation	https://doaj.org/toc/0718-0705
dc.source	Estudios Pedagógicos (Valdivia), Vol 31, Iss 2, Pp 145-166 (2005)
dc.subject	formación permanente
dc.subject	Programa de Becas en el Exterior (PBE)
dc.subject	autoestima profesional
dc.subject	teacher training
dc.subject	Abroad Training Program (PBE)
dc.subject	professional self-esteem
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	APROXIMACION A UN MODELO EVALUATIVO DE LA FORMACION PERMANENTE DEL PROFESORADO EN CHILE Approach to an evaluation model of the permanent education of teachers in Chile
dc.type	article