Teacher Overcoming: An Inescapable Path

Teacher overcoming: an inescapable path

ABSTRACT

Teacher’s education is today, without a doubt, a paradigm, not only for the peoples of Latin America, but for everyone. In this order, it is appropriate to have programs for overcoming continuously. The purpose of this work is to develop an orientation program for the elaboration of teaching overcoming plans, applicable to any type of teaching. It serves as guidance to the heads of pedagogical groups based on ordering in a coherent way the overcoming of their teaching staff;It has a continuous improvement approach, which ensures higher stadiums in each of the program reapplication cycles and the adjustment of the needs of each period to the proposals for overcoming.

INTRODUCTION

Education is today, without a doubt, a paradigm, not only for the peoples of Latin America, but for everyone. In this order the current technical scientific development raises new demands regarding the level of professional preparation of teachers. Which conditions the need to seek alternatives to overcome.

As is known, teaching overcoming is an activity that develops from the emergence of education itself and is indissolubly linked to the concept of permanent education, to the learning process that everything has because the acquisition of knowledge does not stop, it is inconstant transformation and change. Professionals have to be in correspondence with the vertiginous advance of science and technique, which is why it is proposed that universities prepare their professionals and they must continue in their update through constant improvement, to be in correspondence with their time;This is one of the points where advanced education theory coincides, which within its fundamental objectives has the permanent overcoming of its human resources.

The systematization of this and other practices in the course of the years, allow today to refer to advanced education as a social pedagogical movement, which implies that it must be understood as a set of social appropriation processes of knowledge based on the development of socially knowledgeproductive and individual and collective intellectual production, in which education agents participate as managers, from whose interaction they identify and give meaning to the problems of a certain context, with a scientific-pedagogical approach and make decisions regardingIts solution, which generates knowledge of high social value, through collective action in the scientific-pedagogical community and educational influence in its corresponding areas of social intervention and learning.

Of the previous approaches, the importance of teacher education and its preparation to give accepted response to the problems of society, which achieve people capable of applying the logic of the knowledge acquired to the social problems with which it facesin an efficient way.

In this sense, the purpose of this work consists in developing an orientation program for the elaboration of teaching improvement plans. It is distributed in two sections;The first, "the teacher overcoming a process of continuous improvement," highlights the characteristics of overcoming in modern time and the need for their management;The second, “Orientation program for the elaboration of teaching improvement plans”, shows the stages and key elements to take into account in its preparation, applicable to any teaching.

DEVELOPING

1. The teacher overcoming a continuous improvement process

The problems of teaching and education greatly concern everyone, both in European and Latin American countries, due to the rise of economic, political, social and technological problems. The tendency to the neoliberal world makes living frantically and rapidly, which influences the educational model for future generations. This situation imposes changes in education systems, causes a generalized orientation of curricular models towards less conceptual and less academic teaching, more focused on practical, energy, environmental, health and technologies.

The current teacher must prepare better to exercise his function;It has a real need to overcome, being in contact with the social world that surrounds it, with objects, facts, phenomena, processes, to which it can contribute its level of creativity in solving problems and the satisfaction of their needs. According to Hernández, Fragoso, Rodríguez and Hernández, the improvement of teacher preparation has increasing demands from the conditions of current school practice.

To this end, under concrete socio-historical conditions, the assimilation of new knowledge provided by the development of science and technology is required, for which the optimization of the professional training process of which it is the protagonist is essential and must make protagonistsTo its students, the study-work principle and the theory-practical linking, from the curricular design to the components of the professional pedagogical process, materialize. In this sense, actively participates in its overcoming since its projection, execution and reflexively in its control, it responds for its individual and collective responsibility through participatory actions, collaboration and co -participation relationships, the process is democratized, extrapola accumulated experiences to new technical situations to new technical situations, without imposing the normative to the creator. From the unit between the logical and the intuitive, the realization of the individual goes.

Analyzing overcoming needs is a complex process, which initially implies: exploring, probe, identifying, diagnosing and evaluating the people involved. The determination of needs is considered as a relatively novel educational technology, which today takes boom worldwide and its application has traveled the scope of large companies to penetrate school institutions, as a scientifically based technology.

The permanent overcoming that education professionals need a process of continuous improvement, depending on the development of society and its new trends. The priority purpose of this training is to favor students learning through the improvement of teachers’ performance. According to Rosa, Pino and Urías (2016), continuous training is assumed as a permanent path that travels from the initial training and is exercised in the profession uninterrupted throughout professional life.

Modern societies demand a generalized education and permanent and massive training that in turn demands continuous learning, new ways to face learning are required, which can be achieved through programs that respond to the needs of each historical moment.

When introducing the term management in professional pedagogical overcoming (Cruz, Velasco and Chiriboga, 2019; Rivadeneira, Berrezueta and González, 2016), it is consistent with what is raised by Morales, Rodríguez and García that consider the educational management model for overcomingPedagogical professional as the systemic process that helps to organize the implementation of the planning, regulation, coordination and control of the actions that lead to the individual transformation of the members of the educational community from the recognition of the needs and potentialities, skills and skills, skills andSkills, which manifest from the improvement and update of the didactic, pedagogical and research problems that are present in education, indispensable to achieve a better performance of their responsibilities and labor functions.

two. Orientation program for the elaboration of teaching improvement plans

The proposed program is composed of three stages (diagnosis, development and evaluation) that respond to the treatment of overcoming, applicable to any type of teaching. Its objective is to guide the heads of pedagogical groups based on ordering in a coherent way the overcoming of their teaching staff.

Diagnosis: aimed at determining the needs for overcoming teachers, to face school integration. You can use different information search methods, class observation, teachers survey, specialists interview, among others. It is a continuous and systematic process of analysis of the state of preparation of teachers, their causes and results. It constitutes a starting point to determine the needs and their satisfaction;It is considered the appropriate framework to derive a characterization of the teacher on their professional and human qualities, their knowledge and development perspectives, the results of their work and the level of efficiency achieved, as well as their performance from the scientific, technical point of view, technical,pedagogical and methodological.

It is based on bibliographic analysis and normative documents related to school integration, attention to diversity and preparation of teachers according to the level of teaching;which allows to guide the program to propose.

Within the normative documents, for example: the education regulations, the details for the development of the methodological work, the teaching objectives for next year, the teacher’s professional model, as well as other related documents,.

The observation of teachers’.

The detection of learning needs also focuses on the determination of the mechanisms for their satisfaction in the educational system itself, where the transformative action on socio-cultural development is the conductive thread. It is important to consider in each teacher the needs of immediate satisfaction and those perspectives based on their aspirations, possibilities and what is expected of it, which allows to establish a hierarchy for its subsequent satisfaction.

Development: Preparation of the Operation Course Program. Due to the complexity and importance of this stage, they must also intervene in the institutions that form and exceed teachers, groups of experts who with a collegiate scientific approach really value the correspondence between the system of activities designed and the needs that are proposed to be satisfied inCorrespondence with the demands and priorities of social development.

To facilitate the organization of the system, the teaching staff based on their status of preparation, their concrete responsibilities and development perspectives must be grouped and from the regularities and priorities in each of these groups project the necessary actions.

A possible group of teachers could be:

1. With little development, it includes the newly graduates of the initial training, and those teachers who present insufficiencies in their professional performance.
2. In development, it includes those with good results in their professional performance but that require updating or complementation in a certain direction of their work.
3. With broad development perspectives, it includes those that constitute the educational advanced, which are quarry and reserve of the technical education of education.

The elaboration of the overcoming system requires the explicit definition of the needs, objectives, contents, organizational forms, modalities, places and material and human resources that are required for this, should be specified:

1. Who: all the teaching staff grouped according to the regularities and priorities in their overcoming.
2. What: the characterization that derives from the professional evaluation and other instruments of scientific diagnosis, allows us to reveal the needs of overcoming in correspondence with the current demands and perspectives of the education of the territory in question, where the objectives and contents of the activities that areprogram should be the most effective answer.
3. How: depending on the specific nature of the needs of teachers, as well as the possibilities existing in the territories as to availability, resources, among others the modalities and organizational forms that can be adopted are defined, those that are in correspondence withthose defined in the corresponding regulatory documents of the postgraduate. The different forms of advanced education can even be used even those more dynamics, which do not need to subtract the teacher of their work.
4. Where: postgraduated overcoming activities for teachers will be assumed by the institution itself or require external intervention, as higher education centers of the territory.
5. When: every school year, depending on the possibilities and availability of teaching staff, the periods of carrying out the activities programmed according to their modality are required, which can cover the entire course or shorter periods;although in a perspective there must be a projective plan with an estimated periodicity.

EVALUATION: Preliminary estimate of the proposal, aimed at obtaining information about the designed overcoming course program, is possible from the criteria of the specialists. The analysis of the impact of the program also takes place;It requires the constant and systematic assessment of the results, of comparing its correspondence with the objectives proposed, of knowing in what and how far the professional preparation and performance of the human resources has been transformed in which it has been influenced through the overcoming systemput into practice. This of course requires a design of scientific activity that allows measuring the effectiveness of the results, and being able to feed up the system and provide new levels of demand in the preparation of teachers. In this sense, the teacher evaluation, understood as a continuous and developed process constitutes the fundamental route.

Conclusions

Modern societies demand a generalized education and permanent and massive training that in turn demands continuous learning, new ways to face learning are required, which can be achieved through guidance programs that respond to the needs of a teaching group.

The proposed guidance program for the elaboration of teaching overcoming plans is applicable to any type of teaching. It constitutes an orientation tool to the heads of pedagogical groups based on ordering in a coherent way the overcoming of their teaching staff.

The use of the continuous improvement approach to the teacher overcoming process ensures higher stadiums in each of the program reapplication cycles and adjusts the needs of each period of time to the proposals for overcoming.

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