Este trabajo pretende analizar el nivel de satisfacción del profesorado de Formación Profesional con la formación pedagógica inicial recibida, así como el nivel de adquisición de las competencias docentes y la valoración de la formación continua realizada una vez que ejercen activamente su profesión. También pretende conocer los ámbitos sobre los que demandan acciones formativas vs aquellos que les oferta la Administración, y los elementos que se consideran facilitadores o limitadores para involucrarse en dichas acciones. El enfoque empírico se basa en una encuesta telemática desarrollada con un cuestionario elaborado ad hoc (α =.899) y cumplimentado por una muestra de 245 profesores/as de FP de la comunidad autónoma de Galicia (España). Como principales resultados observamos que la formación continua es ligeramente mejor valorada que la formación pedagógica inicial, así como que los ámbitos sobre los que se demanda formación continua coinciden parcialmente con los que oferta, a juicio de los/as docentes, la Administración educativa. Asimismo, destacan la excesiva burocracia asociada a las tareas cotidianas y los horarios docentes sobrecargados, como dos de los principales limitadores de la participación del profesorado en acciones de formación continua. This work studies the elements present in the current model of initial and continuous training of Vocational Training teachers. It aims to analyze the level of satisfaction of vocational teachers with the initial pedagogical training received, the level of acquisition of teaching skills, as well as the continuous training received once they achieve a position as vocational teacher. It also aims to know the areas on which continuous training actions are required vs those offered by the Educational Administration, and the elements that are considered facilitators or limiters to get involved in these continuous training actions. The empirical approach is based on a telematic survey developed with an ad hoc questionnaire (α = .899) and completed by a sample of 245 VET teachers from the autonomous community of Galicia (Spain). As main results, we observe that continuous training is slightly better valued than initial pedagogical training, as well as the areas in which continuous training is demanded partially coincide with those offered, in the opinion of teachers, by the Educational Administration. Likewise, they highlight the excessive bureaucracy associated with daily tasks and overloaded teaching schedules, as two of the main limiters of the participation of teachers in continuous training actions.
The aim of the present study is to investigate thinking styles at the interface between personality traits andintelligence. A total of 266 students in Germany and Austria completed the Thinking Styles Inventory forGerman-Speaking Samples (TSI-GER), the NEO Five-Factor Inventory (NEO-FFI) and the Intelligence-StructureTest 2000 R (I-S-T 2000 R). Structural equation modelling was applied to investigate whether thinking stylesmediate the relationship between personality traits and intelligence. The results indicate that styles do not work as aninterface between personality and intelligence, which suggests that styles represent a “stand-alone” learningprerequisite.
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