Características socioacadémicas de estudiantes en Chile postulados con talento escolar para la pedagogía

Abstract

Resumen Este artículo analiza las características socioacadémicas de estudiantes de liceos públicos chilenos en contextos de pobreza, que fueron seleccionados por sus profesores como potenciales buenos postulantes a la carrera pedagógica, con aptitud o talento para la pedagogía. El estudio es descriptivo comparativo. Se aplicó un cuestionario a 585 estudiantes de doce liceos. Paralelamente, mediante grupos de discusión, los profesores identificaron previamente 74 con aptitud para la pedagogía y 511 que no la tenían. El cuestionario recogió información sociodemográfica, de rendimiento y de participación social de todos los estudiantes. Luego, los datos se compararon entre los dos grupos a través de chi-cuadrado. Los resultados muestran que los estudiantes seleccionados por sus profesores tienen buenos rendimientos escolares. No hay diferencias significativas por género, nivel socioeconómico ni composición del grupo familiar; sí las hay en atributos como liderazgo estudiantil y participación social. Los resultados muestran que los docentes en servicio destacan el desempeño académico junto con la participación social y el liderazgo, como aspectos que debemos considerar para seleccionar los mejores candidatos para una carrera pedagógica. A partir de los hallazgos de este estudio, se observó que los profesores consideraron a todas sus categorías de selección como un concepto integrado; nunca seleccionaron a sus potenciales estudiantes de pedagogías estimando categorías de atributos personales, capacidades académicas y habilidades de tipo social que fuesen independientes unas de otras.

Characterization of the Teaching Profile within the Framework of Education 4.0

“…Figure 3 shows the characteristics of the programs most sought after by students, where teaching quality, certifications, scholarships, flexibility, technological aspects, and administrative support are valued as attractive elements for choosing a program. Miranda et al [28] agreed with the pillars of Education 4.0, such as training by competencies, active learning methods, information and communication technologies, and infrastructure, all components necessary for designing new educational innovation projects. The curricular design faces the challenge of consolidating students' expectations with the university support available to teachers.…”

“…Making this profession attractive and valuing teachers' responsibility and social commitment are pending tasks for governments and universities. Accomplishing this should improve the selection choices of those entering this program [28]. Linkage to the real world and course flexibility are elements to consider when designing education curricula that accommodate digital transformation.…”

“…As Figure 5 shows, the student profile of the teaching discipline must integrate competencies related to digital transformation, reasoning for complexity, ethical and citizen commitment, social intelligence, capacity for self-management, inclusion and respect for diversity, social responsibility, and innovative entrepreneurship. These competencies are also required in an Education 4.0 model [28], which incorporates innovative learning methods, didactic, pedagogical, social, and technological competencies, and others. The transversal training to develop digital skills in students should be an essential point in training programs.…”

“…They asserted that institutions need to move away from the traditional way of delivering knowledge and conducting research in order to adopt new ways that provide autonomy to educators to define goals in the formative process where students learn through technology [25], and the approach is learner-centered [26,27]. The teacher competencies required to perform in these environments must be identified [28]. Teaching and learning processes, innovation, and value-added experiences for students using technology are part of the concept of Higher Education 4.0.…”

Characterization of the Teaching Profile Within the Framework of Education 4.0

“…They assert that institutions need to move away from the traditional way of delivering knowledge and conducting research to adopt new ways that provide autonomy to educators to define goals in the formative process where students learn through technology [23], and the approach is learner-centered [24,25]. The teacher competencies required to perform in these environments must be identified [26]. Teaching and learning processes, innovation, and value-added experiences for students using technology are part of the concept of Higher Education 4.0.…”