Competencias y curriculum en educación de adultos: hábitos docentes en Asturias
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Data
2020
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Edições Universitárias Lusófonas
Resumo
Em Espanha, a introdução de competências na educação ocorreu em 2006, adquirindo especial importância as competências-chave, entendidas como uma combinação de conhecimentos, habilidades e atitudes adequadas ao contexto e identificando-as como aquelas que todas as pessoas necessitam para a sua realização e desenvolvimento pessoal, bem como para uma cidadania ativa, inclusão social e emprego. São propostos três perfis de ensino em relação às competências: ensino tradicional, modelo em transição e trabalho por competências. O objetivo desta pesquisa é colocar o corpo docente dos Centros de Educação de Adultos nesses perfis de ensino. A amostra é constituída por 85 professores de educação de adultos, dos quais 49,4% são homens e 50,6% mulheres. Para coletar as informações, foi elaborado um questionário composto por uma primeira parte, para coletar dados sobre a natureza sociológica da amostra, e um segundo, composto por cinquenta itens, com uma escala Likert de quatro níveis de resposta. Os resultados indicam que 31,76% dos docentes trabalham para o desenvolvimento de competências, enquanto os 68,24% restantes são colocados em um modelo em transição para o trabalho por competências.
In Spain, the introduction of competences in education occurred in 2006, acquiring special importance the key competences, understood as a combination of knowledge, skills and attitudes appropriate to the context and identifying them as those that all people need for their realization and personal development, as well as for active citizenship, social inclusion and employment. Three teaching profiles are proposed in relation to the competences: traditional education, model in transition and work by competences. The objective of the present investigation is to locate the teaching staff that works in Adult Education Centers in these teaching profiles. The sample consists of 85 teachers of adult education of which 49.4% are men and 50.6% women. To collect the information, a questionnaire consisting of a first part, to collect data on the sociological nature of the sample, and a second, consisting of fifty items, with a Likert scale of four response levels, was built. The results indicate that 31.76% of the faculty work for the development of competences while the remaining 68.24% is placed in a model in transition to work by competences.
In Spain, the introduction of competences in education occurred in 2006, acquiring special importance the key competences, understood as a combination of knowledge, skills and attitudes appropriate to the context and identifying them as those that all people need for their realization and personal development, as well as for active citizenship, social inclusion and employment. Three teaching profiles are proposed in relation to the competences: traditional education, model in transition and work by competences. The objective of the present investigation is to locate the teaching staff that works in Adult Education Centers in these teaching profiles. The sample consists of 85 teachers of adult education of which 49.4% are men and 50.6% women. To collect the information, a questionnaire consisting of a first part, to collect data on the sociological nature of the sample, and a second, consisting of fifty items, with a Likert scale of four response levels, was built. The results indicate that 31.76% of the faculty work for the development of competences while the remaining 68.24% is placed in a model in transition to work by competences.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, APRENDIZAGEM AO LONGO DA VIDA, EDUCAÇÃO DE ADULTOS, AVALIAÇÃO, FORMAÇÃO DE PROFESSORES, METODOLOGIAS, CURRÍCULOS, ESPANHA, ASTURIAS, EDUCATION, LIFELONG LEARNING, ADULT EDUCATION, EVALUATION, TEACHERS EDUCATION, METHODOLOGIES, CURRICULA, SPAIN
Citação
Molina Martín , S , Sierra Arizmendiarrieta , B & García Rodríguez , M S 2020 , ' Competencias y curriculum en educación de adultos: hábitos docentes en Asturias ' , Revista Lusófona de Educação .