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dc.contributor.authorGarcía Martínez, Jesús
dc.contributor.authorLlorca Valmaña, Esmeralda
dc.date.accessioned2020-02-04T09:52:39Z
dc.date.available2020-02-04T09:52:39Z
dc.date.issued2010-12
dc.identifier.issn0214-8560
dc.identifier.urihttp://hdl.handle.net/20.500.12466/784
dc.description.abstractDesde el punto de vista emocional, ejercer la docencia en la actualidad ha derivado en algo difícil e incluso costoso. Estudios recientes nos dicen que, en el curso 2009-2010, uno de cada tres docentes de los niveles no universitarios cogió al menos una baja por incapacidad laboral transitoria por causas achacables de alguna manera a la labor profesional que desempeñan. La situación es compleja y –como afirma el profesor Garrido2– dos factores empiezan a caracterizar el momento actual: los altos niveles de fracaso escolar y la aparición de conductas violentas e indisciplina desconocidas hasta ahora. A lo largo del presente artículo se abordan estos factores, se estudia su impacto y magnitud, al tiempo que se muestra cómo afecta todo ello a la función docente. Los autores proponen que, ante los retos que esta sociedad impone a los docentes, éstos articulen su actuación en torno a lo que denominan los tres elementos básicos de la nueva profesionalidad docente: reflexión, trabajo en equipo y formación permanente y que los centros se constituyan como la unidad básica de innovación, cambio y mejora del sistema educativo para lo cual han de acomodar y reajustar sus estructuras organizativas, pedagógicas e incluso el currículum que aplican al contexto en el que desarrollan su trabajo. Proponen que aunque el conflicto y la incertidumbre van a acompañarnos en el ejercicio de la profesión, no podemos resignarnos a sufrir la docencia como si de una condena se tratara. El profesor ha de actuar con inteligencia emocional, y para ello ofrecen una serie de estrategias de actuación encaminadas a saber motivar al alumnado y controlar el aula, pasando de una disciplina punitiva a una disciplina positiva, implicando a las familias e implementando colegiadamente programas específicos en entornos complejos. El artículo concluía con un decálogo de actuación centrado en “cómo dar clase a los que no quieren”.es
dc.description.abstractNowadays teaching has become a difficult and even costly profession, particularly from the emotional point of view. Recently published studies show that, during the academic year 2009-2010, one out of every three teachers were on sick leave at least once, being the causes somehow attributed to their work. The situation is complex and –according to Professor Garrido– we can characterize it by two factors: on the one hand, school failure is a growing problem. On the other hand, we face the emergence of violent behaviors and indiscipline; at such a high level, they were unknown until now. Throughout this paper, these two factors will be tackled in depth- their impact and magnitude, as well as their far-reaching effects in the work of teachers. Some authors propound that, in view of the challenges that this society sets the teachers, they have to articulate their performance around three basic pillars: reflection over practice, team-work and teacher continuing training; besides, educational centers must be the basic unit of innovation, change and improvement of the education system, for which purpose they have to adapt and readjust their organizational and academic structure and even their syllabus and curricular contents. These authors suggest that, although conflict and uncertainty are not going to disappear, we cannot resign ourselves to experience the teaching task as if it was a punishment, something inevitably distressing. The teacher must act with emotional intelligence, and for that we offer a series of strategies in action, channeled into learning how to motivate the students and how to control a classroom, going from a punitive discipline to a positive discipline, involving the families, working with them as a team, and implementing specific programs in complex social environments. We conclude our paper with a decalogue of action focused on the following important issue: how to teach those who do not want to learn.en
dc.language.isospaes
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleEjercer la docencia en contextos complejoses
dc.typearticlees
dc.description.disciplineEducaciónes
dc.issue.number38es
dc.journal.titleEdetaniaes
dc.page.initial95es
dc.page.final162es
dc.rights.accessRightsopenAccesses
dc.subject.keywordFracaso escolares
dc.subject.keywordViolencia en la escuelaes
dc.subject.keywordInteligencia emocionales
dc.subject.keywordMotivaciónes
dc.subject.keywordSchool failureen
dc.subject.keywordSchool violenceen
dc.subject.keywordEmotional intelligenceen
dc.subject.keywordMotivationen
dc.subject.unesco5803 Preparación y Empleo de Profesoreses


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Attribution-NonCommercial-NoDerivatives 4.0 Internacional
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