Publicación: Cobertura de necesidades de orientación y tutoría en la Educación Obligatoria: estudio en nueve comunidades autónomas
Cargando...
Fecha
2012
Editor/a
Director/a
Tutor/a
Coordinador/a
Prologuista
Revisor/a
Ilustrador/a
Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
ISSN de la revista
Título del volumen
Editor
Ministerio de Educación, Formación Profesional y Deporte
Resumen
En este artículo se presentan resultados de un estudio empírico más amplio sobre Políticas públicas sobre orientación y apoyo escolar: estudio múltiple de casos. Se ofrece una panorámica valorativa de la cobertura de la orientación en la enseñanza obligatoria, no estudiada con anterioridad en España. Su estudio se acomete con un modelo teórico para el análisis de políticas públicas en orientación educativa (Velaz-de-Medrano, Manzano y Blanco, 2011). Al estudiar la cobertura interesa tanto el análisis por etapa como la comunidad autónoma (con estructuras de orientación dentro o fuera del centro) y la perspectiva autorreferida y a la vez triangulada que proporcionan distintas figuras profesionales. Se ha llevado a cabo una encuesta a una muestra probabilística de 690 centros de Primaria y Secundaria de nueve comunidades autónomas españolas, con la que se ha recogido información de 2.078 profesionales (directores, orientadores y tutores). La evaluación de la cobertura de necesidades se centró en los siguientes elementos: orientación personal y académica de los alumnos, tutoría, orientación familiar, orientación para el tránsito entre etapas, orientación profesional y atención a la diversidad. Se solicitó una valoración del grado de respuesta que el centro proporcionaba en cada ámbito y la percepción sobre posibles obstáculos. Se realizaron análisis estadísticos descriptivos e inferenciales, así como análisis diferenciales por etapa, por figura profesional y por comunidad con y sin orientador en los centros de Primaria. En general, se valora la cobertura de las necesidades de orientación, especialmente la orientación para el tránsito entre etapas y la orientación académica y profesional de los alumnos de ESO; en cambio, la cobertura de las necesidades de atención a la diversidad del alumnado es peor juzgada; la valoración varía entre los profesionales de Primaria que trabajan en una comunidad autónoma con orientador en el centro y aquellos que lo hacen sin orientador; se confirma la mayoría de los obstáculos a la cobertura que expone la literatura especializada.
These are the partial results of a broader empirical study entitled, ‘Public Policies on Guidance and School Support: Multiple Case Study’. An evaluative overview is given of guidance coverage in compulsory education, a subject that has not been studied before in Spain. The study was conducted using a theoretical model for the analysis of public policies in educational guidance (Velaz-de-Medrano, Manzano and Blanco, 2011). In studying guidance coverage, it is of interest to analyze coverage stage by stage and autonomous community by autonomous community (with guidance structures inside and/or outside the school); the self-referring and at the same time triangulated perspective that different practitioners have to offer is also of interest. A survey was conducted with a probabilistic sample of 690 primary and secondary schools in nine of Spain’s autonomous communities, where information was gathered from 2,078 practitioners (headmasters, counsellors and form teachers). The evaluation of needs coverage focussed on personal and academic guidance for students, form teaching, family guidance, guidance for the transition between stages, career guidance and attention to diversity. Respondents were asked to assess the degree of response the school provides in each sphere and their own perception of possible obstacles. Descriptive and inferential statistical analyses were performed, including differential analyses by stage, by professional role and by autonomous community with/without counsellors in primary schools. We observed an overall positive assessment of the coverage of guidance needs, especially needs for guidance for the transition between stages and needs for academic and career guidance for students in compulsory secondary school. The coverage of students’ needs in attention to diversity received a poorer assessment; the assessment varied between the primary school professionals that work in autonomous communities with school counsellors and those that work in autonomous communities without school counsellors. Most of the obstacles to coverage stated in the specialized literature were confirmed.
These are the partial results of a broader empirical study entitled, ‘Public Policies on Guidance and School Support: Multiple Case Study’. An evaluative overview is given of guidance coverage in compulsory education, a subject that has not been studied before in Spain. The study was conducted using a theoretical model for the analysis of public policies in educational guidance (Velaz-de-Medrano, Manzano and Blanco, 2011). In studying guidance coverage, it is of interest to analyze coverage stage by stage and autonomous community by autonomous community (with guidance structures inside and/or outside the school); the self-referring and at the same time triangulated perspective that different practitioners have to offer is also of interest. A survey was conducted with a probabilistic sample of 690 primary and secondary schools in nine of Spain’s autonomous communities, where information was gathered from 2,078 practitioners (headmasters, counsellors and form teachers). The evaluation of needs coverage focussed on personal and academic guidance for students, form teaching, family guidance, guidance for the transition between stages, career guidance and attention to diversity. Respondents were asked to assess the degree of response the school provides in each sphere and their own perception of possible obstacles. Descriptive and inferential statistical analyses were performed, including differential analyses by stage, by professional role and by autonomous community with/without counsellors in primary schools. We observed an overall positive assessment of the coverage of guidance needs, especially needs for guidance for the transition between stages and needs for academic and career guidance for students in compulsory secondary school. The coverage of students’ needs in attention to diversity received a poorer assessment; the assessment varied between the primary school professionals that work in autonomous communities with school counsellors and those that work in autonomous communities without school counsellors. Most of the obstacles to coverage stated in the specialized literature were confirmed.
Descripción
The registered version of this article, first published in “Revista de Educación, Nº Extr. 1 (2012), 138-173", is available online at the publisher's website: Ministerio de Educación, Formación Profesional y Deporte: Secretaría General de Educación y Formación Profesional, http://10.4438/1988-592X-RE-2012-EXT-210
La versión registrada de este artículo, publicado por primera vez en “Revista de Educación, Nº Extr. 1 (2012), 138-173", está disponible en línea en el sitio web del editor: Ministerio de Educación, Formación Profesional y Deporte: Secretaría General de Educación y Formación Profesional, http://10.4438/1988-592X-RE-2012-EXT-210
La versión registrada de este artículo, publicado por primera vez en “Revista de Educación, Nº Extr. 1 (2012), 138-173", está disponible en línea en el sitio web del editor: Ministerio de Educación, Formación Profesional y Deporte: Secretaría General de Educación y Formación Profesional, http://10.4438/1988-592X-RE-2012-EXT-210
Categorías UNESCO
Palabras clave
cobertura de necesidades de orientación educativa, educación obligatoria, tutoría, orientación personal, orientación profesional, orientación familiar, transición entre Primaria y Secundaria, atención a la diversidad, evaluación de cobertura, investigación mediante encuesta, coverage of educational guidance needs, compulsory education, form teaching, personal guidance, career guidance, transition between primary and secondary school, attention to diversity, coverage evaluation, survey research
Citación
Vélaz de Medrano Ureta, C., Blanco Blanco, A., & Manzano-Soto, N. (2012). Cobertura de necesidades de orientación y tutoría en la Educación Obligatoria: estudio en nueve comunidades autónomas. Revista de educación, Extr. 1, 138-173.
Centro
Facultades y escuelas::Facultad de Educación
Departamento
Métodos de Investigación y Diagnóstico en Educación II (Orientación Educativa, Diagnóstico e Intervención Psicopedagógica)