Publicación: Análisis de factores para la definición de un paradigma de supervisión pedagógica en educación de personas adultas
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2019-05-24
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Atribución-NoComercial-SinDerivadas 4.0 Internacional
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Universidad Nacional de Educación a Distancia (España). Escuela Internacional de Doctorado. Programa de Doctorado en Educación
Resumen
El objetivo principal de esta tesis consiste en analizar los elementos necesarios para elaborar un modelo de supervisión escolar en Educación de Personas Adultas a partir de las demandas del sistema educativo y la sociedad actual considerando, desde una perspectiva holística, la Inspección Educativa un factor clave para la mejora y calidad pedagógica y estas enseñanzas, Educación de Adultos, estratégicas en el siglo XXI. En el marco teórico del Paradigma Comprensivo, la metodología utilizada en este estudio comprende tres procedimientos diferentes de recolección de datos: dos cuestionarios, uno de ellos enviado a inspectores y el segundo a directivos y profesores de centros escolares de Educación de Adultos; una entrevista estructurada en profundidad con expertos académicos; en tercer lugar, análisis de la normativa reguladora de la supervisión escolar. El procesamiento de la información se realiza mediante la aplicación R Studio para los datos cuantitativos; CAQDAS, en concreto Atlas.ti, en el ámbito cualitativo; y minería de texto, AntConc, para el análisis documental. Se concluye la necesidad de introducir cambios en el modelo de Educación de Personas Adultas, ampliando las enseñanzas de segunda oportunidad mediante la oferta de programas no formales que respondan a las necesidades del entorno, y se define un paradigma de Supervisión Escolar, denominado Modelo Circular de Objetivos para la Mejora (MOCIOBME), que es validado mediante técnica Delphi. Se propone en este modelo el abandono de las tareas burocráticas de inspección para centrar su foco en la supervisión pedagógica, técnica y altamente cualificada, atribuyendo a la Inspección un carácter ejecutivo y nuevas funciones de coordinación y participación en la definición de objetivos didácticos para los niveles micro, meso y macro del sistema educativo, que permitan conectar cíclicamente las conclusiones de sus informes derivados de la evaluación y la supervisión con la guía y planificación escolar, de tal manera que se integre una inspección correctiva y preventiva, fundamentada en el ejercicio de un liderazgo proactivo, que posibilite una mayor cercanía del inspector a la comunidad educativa y una mayor presencia y relevancia de la Inspección de Educación en el sistema escolar y en la sociedad.
The main objective of this research is to analyze all the needed features to develop a School Supervision paradigm in Adult Education that meets the demands of today’s educational system and current society. This supervision model considers, from an educational system holistic perspective, the Inspectorate of Education as the key factor to improve the pedagogical quality and the lifelong learning as a strategic point in the 21st century. Framed in the theoretical Comprehensive Paradigm, the methodology used in this study involves three different data collection procedures: two questionnaires, one of them submitted to Inspectorate and the second one to leadership teams and teachers of Adult Education schools; an in-depth structured interview with academic experts; and an analysis of the current law and regulations of scholar supervision. Information processing is carried out using the R Studio application for the quantitative data; CAQDAS, specifically Atlas.ti, in the qualitative area; whereas text mining, AntConc, is used for the documentary study. The benefit of improving the Adult Education model by offering non-formal programs connected to the learning demands of the community is concluded. A School Supervision paradigm is developed, called the Circular Model of Objectives for Improvement (MOCIOBME), which is validated through the Delphi method. Its main feature involves eliminating bureaucratic inspection tasks to focus on pedagogical supervision, by means of expert criteria and high professional qualification. It attributes to the Inspectorate new decision-making roles of coordination and participation in the development of didactic objectives for the micro, meso and macro levels of the educational system. The model accomplishes to connect cyclically the conclusions of the reports derived from evaluation and supervision with school guidance and planning, in such a way that a corrective and preventive inspection is integrated, based on the exercise of proactive leadership. As a consequence, the inspectorate is closer to the educational community and therefore, there will be a greater presence and relevance of the Inspectorate of Education both in the school system and in society.
The main objective of this research is to analyze all the needed features to develop a School Supervision paradigm in Adult Education that meets the demands of today’s educational system and current society. This supervision model considers, from an educational system holistic perspective, the Inspectorate of Education as the key factor to improve the pedagogical quality and the lifelong learning as a strategic point in the 21st century. Framed in the theoretical Comprehensive Paradigm, the methodology used in this study involves three different data collection procedures: two questionnaires, one of them submitted to Inspectorate and the second one to leadership teams and teachers of Adult Education schools; an in-depth structured interview with academic experts; and an analysis of the current law and regulations of scholar supervision. Information processing is carried out using the R Studio application for the quantitative data; CAQDAS, specifically Atlas.ti, in the qualitative area; whereas text mining, AntConc, is used for the documentary study. The benefit of improving the Adult Education model by offering non-formal programs connected to the learning demands of the community is concluded. A School Supervision paradigm is developed, called the Circular Model of Objectives for Improvement (MOCIOBME), which is validated through the Delphi method. Its main feature involves eliminating bureaucratic inspection tasks to focus on pedagogical supervision, by means of expert criteria and high professional qualification. It attributes to the Inspectorate new decision-making roles of coordination and participation in the development of didactic objectives for the micro, meso and macro levels of the educational system. The model accomplishes to connect cyclically the conclusions of the reports derived from evaluation and supervision with school guidance and planning, in such a way that a corrective and preventive inspection is integrated, based on the exercise of proactive leadership. As a consequence, the inspectorate is closer to the educational community and therefore, there will be a greater presence and relevance of the Inspectorate of Education both in the school system and in society.
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Categorías UNESCO
Palabras clave
supervisión pedagógica, educación de adultos, inspección de educación, evaluación educativa, organización escolar
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Facultad de Educación
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Grupo de innovación
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Programa de doctorado en educación