Publication: Identificación de las necesidades de aprendizaje del estudiantado de Educación Infantil
Authors
Serey Araneda, Daniel ; Samuel, Marjorie ; Díaz Levicoy, Danilo
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.546481
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info:eu-repo/semantics/article
Description
Abstract
El objetivo del estudio fue conocer el impacto de los componentes en los procesos de enseñanza y de aprendizaje de las estudiantes de las carreras de primera infancia en Chile. Para lograr este objetivo se siguió una metodología de tipo cuantitativa, no-experimental de corte transversal. La muestra estuvo constituida por 851 estudiantes de primer a quinto año de la carrera de Pedagogía en Educación Infantil (Educación Parvularia) de 14 universidades de Chile, a quienes se les aplicó un cuestionario construido ad-hoc, presentado adecuados índices de validez y confiabilidad. Los resultados demuestran que, a nivel de la dimensión del aprendizaje, un bajo porcentaje de estudiantes manifiestan que los docentes no conocen sus necesidades de aprendizaje, lo cual implica que se sienten desconectados de la metodología utilizada por los profesores. Los resultados obtenidos nos indican la necesidad de que las instituciones universitarias realicen mayores esfuerzos en lo referente a aprendizajes que incluyan vías sólidas de consolidación, donde se consolide no solo el trabajo tutorial para el alumnado, sino también para los profesionales implicados que implique un verdadero desarrollo de los aprendizajes.
The objective of the study was to know the impact of the components on the teaching and learning processes of students of early childhood careers in Chile. To achieve this objective, a quantitative, non-experimental, cross-sectional methodology was followed. The sample consisted of 851 students from the first to the fifth year of the Pedagogy in Early Childhood Education (Early Childhood Education) course from 14 Chilean universities, to whom an ad-hoc constructed questionnaire was applied, presenting adequate validity and reliability indices. The results show that, at the level of the learning dimension, a low percentage of student’sstate that teachers do not know their learning needs, which implies that they feel disconnected from the methodology used by teachers. The results obtained indicate the need for university institutions to make greater efforts in relation to learning that includes solid consolidation paths, where not only the tutorial work for the students is consolidated, but also for the professionals involved that implies a true development. of the learnings.
The objective of the study was to know the impact of the components on the teaching and learning processes of students of early childhood careers in Chile. To achieve this objective, a quantitative, non-experimental, cross-sectional methodology was followed. The sample consisted of 851 students from the first to the fifth year of the Pedagogy in Early Childhood Education (Early Childhood Education) course from 14 Chilean universities, to whom an ad-hoc constructed questionnaire was applied, presenting adequate validity and reliability indices. The results show that, at the level of the learning dimension, a low percentage of student’sstate that teachers do not know their learning needs, which implies that they feel disconnected from the methodology used by teachers. The results obtained indicate the need for university institutions to make greater efforts in relation to learning that includes solid consolidation paths, where not only the tutorial work for the students is consolidated, but also for the professionals involved that implies a true development. of the learnings.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, V. 26, N. 1, 2023
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