El modelo de transferencia de factores de aprendizaje aplicado a docentes en servicio de atención y educación de la primera infancia en Puebla, México
Resumen
Las investigaciones han demostrado que la atención y la educación de la primera infancia (AEPI) pueden mejorar el desarrollo de los niños. La formación de docentes en servicio es una buena estrategia para maximizar la calidad de la AEPI, pero en México los docentes consideran que la formación en servicio no es particularmente relevante. Para contrarrestar esta tendencia, el Sistema Educativo Mexicano diseñó e implementó una política de formación en servicio. El objetivo del estudio fue analizar el impacto de los factores individuales en la transferencia del aprendizaje durante la pandemia de la COVID-19. Se siguió un diseño no experimental longitudinal utilizando dos instrumentos con diferentes momentos de aplicación. En mayo de 2021, durante el confinamiento por COVID-19, el Ministerio de Educación de Puebla ofreció cinco cursos en línea dirigidos a docentes de educación inicial y preescolar. Se inscribieron 6.562 docentes y solo 2.865 completaron con éxito los cursos. Al finalizar los cursos, se aplicó el modelo de transferencia de factores de aprendizaje (Quesada-Pallarès et al., 2018). El modelo prevé que los docentes diseñen planes y estrategias para aplicar los contenidos aprendidos guiados por su propio deseo de transferir. En este sentido, podría afirmarse que la voluntad de transferencia está dirigida por el impulso autónomo de transferencia de los docentes.
Palabras clave
aprendizaje asistido por ordenador, aprendizaje profesional, motivación, desarrollo profesional, educación de la primera infancia, transferencia de aprendizajeCitas
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Derechos de autor 2023 Karla Villaseñor, Cristina Torrelles-Nadal, Carlos Silva-Ríos, Carla Quesada-Pallarés
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
