Liderazgo de los docentes de formación profesional básica para la mediación escuela-empleo del alumnado con diversidad funcional intelectual

Negri-Cortés, María Isabel; Olivencia, Juan José Leiva

doi:10.18172/con.3902

Cited by 3 publications

(1 citation statement)

References 4 publications

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“…Likewise, planning is usually short-term and adapted to the needs of the students, and must renounce interest in studies [43], because after the student's failure in the in the traditional system, they cannot offer more of the same [41,44,45]. Finally, taking into account that many of the students in the BPT program were guided unsuccessfully through Secondary Education, orientation and tutoring should be promoted by in BPT so that students can set goals and expectations [45,46], according to the peculiarities of the context and of the students themselves [47,48].…”

Section: Bpt Student Profilementioning

confidence: 99%

The Basic Cycles of Vocational Training (Bpt) In Spain: Student Satisfaction and Perceived Benefit

Martínez-Carmona¹,

Pino²,

Castillo³

2021

Preprint

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This study aims to better understand students who attend the Basic Vocational Training Cycles (FPB) regarding the measures to ensure diversity. This quantitative research project approximates the perception of students concerning their passage through their previous studies and their satisfaction and goals after finishing the school year. The sample con-sists of 352 students from Cordoba (Spain). A questionnaire has been used which follows the CIPP model. After the exploratory factor analysis was completed with the different groups of items and their descriptive analysis, various tests were carried out to consider the hypotheses (Pearson's correlation (r), one-factor analysis of variance and repeated ANOVA measures). The results indicate that the educational interest of the students is ac-ademic and professional. Likewise, there is no relationship detected between the appear-ance of socio-professional goals and average academic levels and the attributions with re-spect to repetitions of previous courses, although these goals vary depending on the satis-faction shown by the students with respect to the cycles. We conclude that the course of the FPB influences the adoption of decisions regarding academic-professional projects.

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Section: Bpt Student Profilementioning

confidence: 99%

The Basic Cycles of Vocational Training (Bpt) In Spain: Student Satisfaction and Perceived Benefit

Martínez-Carmona¹,

Pino²,

Castillo³

2021

Preprint

View full text Add to dashboard Cite

show abstract

The Basic Cycles of Vocational Training: Student Satisfaction and Perceived Benefit

Martínez-Carmona

Pino

Castillo

2022

EJIHPE

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This study aims to better understand students who attend Basic Vocational Training Cycles (Basic Professional Training, BTP) by implementing measures that ensure diversity. This quantitative research project approximated students’ perception of their passage through previous studies and their satisfaction and goals after finishing the school year. The sample consisted of 352 students from Cordoba (Spain). A questionnaire was used that follows the CIPP model. After exploratory factor analysis was completed with different groups of items and their descriptive analyses, various tests were carried out to consider the hypotheses (Pearson’s correlation (r), one-factor analysis of variance, and repeated ANOVA measures). The results indicate that the educational interest of the students is academic and professional. Likewise, there is no relationship detected between socio-professional goals and average academic levels and attributions with respect to repetitions of previous courses, although these goals vary depending on students’ satisfaction with the vocational cycles. We conclude that the course of the FPB influences decisions regarding academic–professional projects.

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Formación Profesional Básica y su contribución al desarollo de competencias para el reenganche educativo y la inserción laboral: percepción del alumnado

Sarceda-Gorgoso

Cerqueiras

2021

educar

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La Ley para la mejora de la calidad educativa da luz a las enseñanzas de FP Básica como medida dirigida al alumnado en riesgo de fracaso escolar o que haya fracasado de facto, con una doble finalidad: facilitar su permanencia en el sistema educativo y ofrecer mayores posibilidades para su desarrollo personal y profesional acreditando una cualificación de nivel 1. En este trabajo, de corte cuantitativo y con el cuestionario como instrumento de recogida de información, se indaga sobre la percepción que el alumnado de FP Básica de la comunidad autónoma de Galicia tiene sobre su desarrollo competencial profesional. Participan en él un total de 148 estudiantes de los cursos primero y segundo, hombres en su mayor parte, y que están matriculados en un ciclo de la familia profesional de electricidad y electrónica. Sus respuestas permiten afirmar que, en general, consideran tener un desarrollo competencial medio o incluso medio-alto, y que la variable género influye en aquellas competencias de carácter más transversal, mientras que la familia profesional contribuye en mayor o menor medida al desarrollo de aquellas competencias más vinculadas con la profesionalización del individuo.

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Liderazgo de los docentes de formación profesional básica para la mediación escuela-empleo del alumnado con diversidad funcional intelectual

Cited by 3 publications

References 4 publications

The Basic Cycles of Vocational Training (Bpt) In Spain: Student Satisfaction and Perceived Benefit

The Basic Cycles of Vocational Training (Bpt) In Spain: Student Satisfaction and Perceived Benefit

The Basic Cycles of Vocational Training: Student Satisfaction and Perceived Benefit

Formación Profesional Básica y su contribución al desarollo de competencias para el reenganche educativo y la inserción laboral: percepción del alumnado

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