Publication: Formación docente en competencias para el emprendimiento:un estudio empírico sobre la política social del crédito de desarrollo humano
Authors
Barcia Maridueña, Alexandra M. ; Morejón Calixto, Sayonara E. ; Castro Ramírez, Gabriel C. ; Mayanza Paucar, Olga A.
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.682231
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info:eu-repo/semantics/article
Description
Abstract
El estudio tuvo como objetivo analizar de manera integral la relación entre la formación docente en competencias para el emprendimiento y la eficacia del Crédito de Desarrollo Humano (CDH) como política de desarrollo social, con el fin de identificar sinergias entre educación emprendedora y programas de inclusión socioeconómica.Se empleó un enfoque cuantitativo, con diseño no experimental y nivel correlacional. La muestra incluyó 80 docentes de instituciones fiscales y 60 beneficiarios del CDH que participaron en procesos de capacitación. Se utilizaron dos cuestionarios validados, con dimensiones que evaluaron, en los docentes: pensamiento crítico, gestión de proyectos, resolución de problemas y liderazgo colaborativo; y en los beneficiarios: uso del crédito, acompañamiento institucional e impacto en la calidad de vida. Los resultados mostraron que el profesorado percibe una formación favorable en competencias emprendedoras. A su vez, los beneficiarios valoraron positivamente el CDH, especialmente cuando aplicaron el crédito en actividades productivas. El acompañamiento institucional fue la dimensión con menor puntuación. De manera particular, la correlación entre liderazgo y trabajo colaborativo con la utilización del crédito (χ² = 25.48; p = 0.000) y entre resolución de problemas y calidad de vida (χ² = 23.71; p = 0.000), confirma que la práctica pedagógica de los docentes impacta directamente en el uso productivo de los recursos y en la construcción de beneficios sostenibles para las familias beneficiarias.Se concluye que fortalecer la formación docente en emprendimiento puede contribuir a mejorar la eficacia de programas sociales como el CDH, promoviendo procesos sostenibles de inclusión económica vinculados con el sistema educativo
The study aimed to analyze the relationship between teacher training in entrepreneurial The study aimed to comprehensively analyze the relationship between teacher training in entrepreneurial competencies and the effectiveness of the Human Development Credit (CDH) as a social development policy, with the purpose of identifying synergies between entrepreneurial education and socio-economic inclusion programs. A quantitative approach was employed, with a non-experimental and correlational design. The sample included 80 teachers from public institutions and 60 CDH beneficiaries who participated in training processes. Two validated questionnaires were used, with dimensions that assessed, among teachers: critical thinking, project management, problem-solving, andcollaborative leadership; and among beneficiaries: use of credit, institutional support, and impact on quality of life.The results showed that teachers perceived favorable training in entrepreneurial competencies. Likewise, beneficiaries evaluated the CDH positively, particularly when the credit was applied to productive activities. Institutional support was the dimension with the lowest score. Specifically, the correlation between leadership and collaborative work with credit utilization (χ² = 25.48; p = 0.000), and between problem-solving and quality of life (χ² = 23.71; p = 0.000), confirms that teachers’ pedagogical practices directly impact the productive use of resources and the construction of sustainable benefits for beneficiary families.It is concluded that strengthening teacher training in entrepreneurship can contribute to improving the effectiveness of social programs such as the CDH, promoting sustainable processes of economic inclusion linked to the educational system.
The study aimed to analyze the relationship between teacher training in entrepreneurial The study aimed to comprehensively analyze the relationship between teacher training in entrepreneurial competencies and the effectiveness of the Human Development Credit (CDH) as a social development policy, with the purpose of identifying synergies between entrepreneurial education and socio-economic inclusion programs. A quantitative approach was employed, with a non-experimental and correlational design. The sample included 80 teachers from public institutions and 60 CDH beneficiaries who participated in training processes. Two validated questionnaires were used, with dimensions that assessed, among teachers: critical thinking, project management, problem-solving, andcollaborative leadership; and among beneficiaries: use of credit, institutional support, and impact on quality of life.The results showed that teachers perceived favorable training in entrepreneurial competencies. Likewise, beneficiaries evaluated the CDH positively, particularly when the credit was applied to productive activities. Institutional support was the dimension with the lowest score. Specifically, the correlation between leadership and collaborative work with credit utilization (χ² = 25.48; p = 0.000), and between problem-solving and quality of life (χ² = 23.71; p = 0.000), confirms that teachers’ pedagogical practices directly impact the productive use of resources and the construction of sustainable benefits for beneficiary families.It is concluded that strengthening teacher training in entrepreneurship can contribute to improving the effectiveness of social programs such as the CDH, promoting sustainable processes of economic inclusion linked to the educational system.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP, vol. 29, núm. 1, pp. 195-226.
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