Publicación: Los cambios y evolución de las prácticas formativas en el grado de educación social en la Universidad Nacional de Educación a Distancia (UNED)
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2022
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info:eu-repo/semantics/openAccess
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Consejo General de Colegios de Educadoras y Educadores Sociales (CGCEES)
Resumen
Desde el curso 2015-16 hasta la actualidad, la labor investigadora desarrollada en la asignatura de Prácticas Profesionales III (PPIII) del Grado de Educación Social en la Universidad Nacional de Enseñanza a Distancia (UNED) ha tenido como objetivo el determinar las actividades, técnicas y buenas prácticas docentes más favorables para el desarrollo de competencias y aprendizaje de los estudiantes, teniendo como principal enfoque el desarrollo y/o afianzamiento de la identidad profesional (IP) de los futuros profesionales de la educación social, y, por ende, la construcción de su conocimiento práctico.
En este proceso investigador, se observó que la clave de la mejora del proceso de enseñanza y aprendizaje en la asignatura era mejorar la reflexión del proceso formativo práctico, desde el enfoque de los estudiantes, así como, de todos los agentes educativos que participan en este proceso. Los cambios nucleares que se desarrollaron fueron la incorporación de técnicas e instrumentos que facilitan el autoconocimiento del estudiante para la construcción de su IP, y al mismo tiempo, generar conocimiento a través de la reflexión y posibilitando a los agentes educativos mejorar su labor pedagógica.
Estos cambios fueron introducidos durante el curso académico 2016-2017, a modo de pilotaje, y el éxito de los resultados obtenidos, permitió su implantación en la asignatura de PPIII en el curso 2017, hasta la actualidad. Durante este periodo se observó una constante evolución en la construcción de la IP de los futuros educadores sociales, así como de su conocimiento práctico al finalizar la asignatura, construyendo así un camino hacia la mejora de la profesionalización de los futuros profesionales de la educación social.
From the 2015-16 academic year to the present, the research work carried out in the subject of Professional Practices III (PPIII) of the Degree in Social Education at the National Distance Learning University (UNED) has had the objective of determining the activities, techniques and good teaching practices that are more favorable for the development of skills and student learning, with the main focus being the development and/or strengthening of the professional identity (IP) of future professionals in social education, and, therefore, the construction of his practical knowledge. In this research process, it was observed that the key to improving the teaching and learning process in the subject was to improve the reflection of the practical training process, from the perspective of the students, as well as of all the educational agents that participate in this process. process. The nuclear changes that were developed were the incorporation of techniques and instruments that facilitate the student's self-knowledge for the construction of their IP, and at the same time, generate knowledge through reflection and enabling educational agents to improve their pedagogical work. These changes were introduced during the 2016-2017 academic year, as a pilot, and the success of the results obtained, allowed their implementation in the PPIII subject in the 2017 academic year, up to the present. During this period, a constant evolution was observed in the construction of the IP of future social educators, as well as their practical knowledge at the end of the subject, thus building a path towards improving the professionalization of future social education professionals.
From the 2015-16 academic year to the present, the research work carried out in the subject of Professional Practices III (PPIII) of the Degree in Social Education at the National Distance Learning University (UNED) has had the objective of determining the activities, techniques and good teaching practices that are more favorable for the development of skills and student learning, with the main focus being the development and/or strengthening of the professional identity (IP) of future professionals in social education, and, therefore, the construction of his practical knowledge. In this research process, it was observed that the key to improving the teaching and learning process in the subject was to improve the reflection of the practical training process, from the perspective of the students, as well as of all the educational agents that participate in this process. process. The nuclear changes that were developed were the incorporation of techniques and instruments that facilitate the student's self-knowledge for the construction of their IP, and at the same time, generate knowledge through reflection and enabling educational agents to improve their pedagogical work. These changes were introduced during the 2016-2017 academic year, as a pilot, and the success of the results obtained, allowed their implementation in the PPIII subject in the 2017 academic year, up to the present. During this period, a constant evolution was observed in the construction of the IP of future social educators, as well as their practical knowledge at the end of the subject, thus building a path towards improving the professionalization of future social education professionals.
Descripción
Ejemplar dedicado a: La Educación Social acompañando a las infancias
Categorías UNESCO
Palabras clave
educación social, identidad profesional, reflexión, prácticas profesionales, conocimiento práctico, social education, professional identity, reflection, professional practices, practical knowledge
Citación
García-Vargas, S.; González-Fernández, R. y Martín-Cuadrado, A.M. (2022). Los cambios y evolución de las prácticas formativas en el grado de educación social en la Universidad Nacional de Educación a Distancia (UNED). Revista de Educación Social, RES, 34 (enero-junio, 2022), 294-310, https://eduso.net/.../2022/05/RES-34-miscelanea.-susana.pdf
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Facultad de Educación
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Didáctica, Organización Escolar y Didácticas Especiales