La construcción del significado psicológico del concepto profesor o profesora por parte de grupos universitarios de estudiantes de pedagogía

Abstract

The research aimed to identify the semantic networks that will foster the analysis of the construction of the psychological meaning of the concept teacher, by university students in their first year of Pedagogy. To carry out this study, we use the technique of Natural Semantic Networks (Valdez, 1998). The instrument was applied to an intentional non-probabilistic sample of 409 students from the Facultad de Ciencias de la Educación [Faculty of Education Sciences], Facultad de Ciencias Básicas [Faculty of Basic Sciences], and Facultad de Filosofía y Religión [Faculty of Philosophy and Religion] of the Universidad Católica del Maule (Chile). The results show common elements in psychological representations of the studied groups, but meanings differentiated in the nuclei of the emerging conceptual networks, and this, according to the career, the educational level they are tied to as future teachers, and the socio-cultural scenarios in which their profession is interwoven.

The Authority Exercised by Nurses in Healthcare Institutions

“…If signs are found in the culture, meanings become a circumstantial part of it. The meanings constructed via the internalization of higher psychological processes, whose value lies in the ability to create artificial stimuli that, finally, become immediate causes of our behavior [10]. Some of the most representative authority symbols have been mentioned, but questions of the meaning of authority have not yet been answered.…”

Construcción del significado psicológico del concepto ciencia por parte de grupos universitarios de Pedagogía

“…He aquí la importancia de esta investigación, el poder analizar y describir los significados psicológicos sobre ciencia que posee un grupo de estudiantes universitarios de Pedagogía de Educación General Básica. A partir de estas premisas, es posible inferir que la imagen de ciencia que posee cada docente en formación irisará sus futuras decisiones pedagógicas guiando y condicionando los acontecimientos didácticos que pudieran ocurrir en el aula (Aguilar, 2017;García et al, 2011).…”