In the last decade projects have been emerging aimed at promoting the competency of self-regulation through didactic resources included in college curriculum. The use of strategies for self-reflection and selfevaluation while the course material is being taught favors self-regulation of students and increases their level of self-efficacy regarding the content of the course. The goal of this didactic experience is to develop self-regulation learning skills through a systematic use of ICT's, in particular, a blog as a teaching and learning tool. It was implemented as a part of Sociology of Education course whose content is mostly theoretical and requires an advanced level of reflection and internalization of concepts that were completely unfamiliar to the students. The experiment is designed to: [a] encourage well-organized and consistent work habits, by establishing sufficient periods of time for students that would give them enough autonomy to make decisions; [b] to promote reflection on topics covered in class; [c] to facilitate a dialogue among students that promotes reflection aimed at forming a learning community. Said project demonstrates that further research, both qualitative and quantitative in nature, on the impact of the use of blogs for the development of the competencies identified above, is not only possible but would likely provide very useful data.
This article addresses the design and impact of the development of an innovative program, "Get to know the attractiveness of the teaching profession", whose aim is to help participants to identify their interests and competences in relation to teaching. Between 2012 and 2019, seven editions have been developed, involving 303 high-school students from 15 schools of the Community of Madrid. The program intends to improve both the students’ decision-making process and their perception of the teaching profession by means of the collaboration between educational institutions (universities and high schools). The program consists of three phases: a seminar held at the university with several sessions to stimulate the reflection and training of the participants, the development of an in-class teaching-learning experience held in the school context and, finally, the assessment of the participant’s experience, plus feedback on their development. In addition, the program has been enriched by a research process focused on the motivations and perceptions of high-school students about the teaching profession through the implementation of the Factors Influencing Teaching Choice scale (FIT-Choice) before and after the program. The outcomes show significant differences in the results obtained after the program in motivational factors such as perceived ability and social influences, as well as in perceptual factors like salary and social status. Este artículo presenta el sentido, diseño e impacto de un programa innovador de orientación profesional, “Conoce el atractivo de la profesión docente”, cuya pretensión es ayudar a los participantes a identificar sus intereses y competencias en relación con la docencia. Entre 2012 y 2019 se han llevado a cabo siete ediciones, implicando a 303 estudiantes de Bachillerato de 15 centros educativos de la Comunidad de Madrid. El programa busca favorecer la toma de decisiones y mejorar la percepción de la profesión docente a través de la colaboración entre instituciones educativas (universidad y centros de educación secundaria). Consta de tres fases concatenadas: jornada celebrada en la universidad con diversas sesiones para estimular la reflexión y formación de los participantes, desarrollo de una experiencia de enseñanza-aprendizaje en el aula llevada a cabo en el contexto escolar y, finalmente, valoración de la experiencia y feedback al participante sobre su desarrollo. Para evaluar el impacto del programa se han evaluado las motivaciones y percepciones de los participantes sobre la profesión docente a través de un diseño pretest-postest. El cuestionario utilizado ha sido Factors Influencing Teaching Choice (FIT-Choice) validado internacionalmente. Los resultados obtenidos demuestran la eficacia del programa con relación a los factores motivacionales y percepcionales. Existen diferencias significativas respecto a la mejora de la habilidad percibida por los propios participantes tras llevar a cabo el programa, la consideración que le otorgan a la influencia social que tiene la figura del profesor, y la percepción en referencia al salario y el estatus social de los docentes.
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