Publication: La política de formación continua en Argentina: opiniones de directivos de educación secundaria sobre las actividades y necesidades de desarrollo profesional docente.
Authors
Vezub, Lea
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.596501
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info:eu-repo/semantics/article
Description
Abstract
Desde 2013 Argentina implementa un Programa Nacional de Formación Permanente en el
cual los directores de las escuelas coordinan las Jornadas Institucionales donde se forman los
equipos docentes. El trabajo describe la organización de la política de formación continua en
el país y analiza las opiniones de 9.856 directivos de educación secundaria sobre las
actividades formativas de dicho programa, en base al cuestionario complementario
“Aprender 2019”. Los resultados muestran diferencias en las condiciones de directores de
escuelas públicas y privadas para liderar las actividades; que la formación actualiza
contenidos, más que nuevas estrategias para la práctica y; dificultades para concretar los
enfoques situados de la formación continua.
Since 2013, Argentina has been developing a National Lifelong Learning Programme in which school principals coordinate the Institutional workshops where teaching teams are trained. The paper describes the organisation of continuous training policies in the country and analyses the opinions of 9,856 secondary school principals on the questionnaire "Pruebas Aprender" of 2019. The results show differences in the conditions given between private and public-school principals to lead these activities. Furthermore, the theory and the content is updated, nevertheless not the tools to put them in practice; and they also show difficulties in the implementation of situated models to continuing teacher education
Since 2013, Argentina has been developing a National Lifelong Learning Programme in which school principals coordinate the Institutional workshops where teaching teams are trained. The paper describes the organisation of continuous training policies in the country and analyses the opinions of 9,856 secondary school principals on the questionnaire "Pruebas Aprender" of 2019. The results show differences in the conditions given between private and public-school principals to lead these activities. Furthermore, the theory and the content is updated, nevertheless not the tools to put them in practice; and they also show difficulties in the implementation of situated models to continuing teacher education
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Citation
REIFOP, Revita Electrónica Interuniversitaria de Formación del Profesorado, V. 27, N. 1 (2024)
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