Publication: Género, ideología y actitud del profesorado andaluz frente a la formación permanente
Loading...
Date
2002
Authors
Barquín Ruiz, Javier ; Fernández Sierra, Juan
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
publication.page.editor
publication.page.department
DOI
item.page.type
info:eu-repo/semantics/article
Description
Abstract
La formación permanente del profesorado está sometida en los últimos años a un continuo debate
académico, político y social, sin que parezcan encontrarse alternativas efectivas ni suficiente voluntad
política para adecuar la preparación y compromiso de los docentes en activo a las nuevas necesidades
socioeducativas. En este artículo, a partir de un estudio realizado a una muestra de 1873 profesores y profesoras andaluces, se indaga en cinco ámbitos de análisis –feminización, ideología, envejecimiento, cambio social y formación permanente del profesorado-, con la finalidad de conocer más a fondo las características de los profesionales que ejercen en las enseñanzas obligatorias, lo que dará rigor y utilidad a laspolíticas, planes y acciones formativas de dicho profesorado
In recent years continuous teacher education has become a subject of debate in the academic, political, and social domains. There seem to be no alternatives, nor political willingness to fit the education and commitment of teachers to the new social and educational needs. In this article, based on a study carried out with a sample of 1,873 teachers from Andalucía, we explore and analyse several issues —feminization, ideology, ageing, social change, and continuous teacher education— in order to know more about the characteristics of primary and compulsory secondary school teachers. Our aim is to add rigour to policies, plans, and continuous education for teachers.
In recent years continuous teacher education has become a subject of debate in the academic, political, and social domains. There seem to be no alternatives, nor political willingness to fit the education and commitment of teachers to the new social and educational needs. In this article, based on a study carried out with a sample of 1,873 teachers from Andalucía, we explore and analyse several issues —feminization, ideology, ageing, social change, and continuous teacher education— in order to know more about the characteristics of primary and compulsory secondary school teachers. Our aim is to add rigour to policies, plans, and continuous education for teachers.
publication.page.subject
Citation
Revista interuniversitaria de formación del profesorado, V. 16(1), N. 43, 2002
item.page.embargo
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. http://creativecommons.org/licenses/by-nc-nd/4.0/