El model de transferència de factors d’aprenentatge aplicat a docents en servei d’atenció i educació de la primera infància a Puebla, Mèxic
Resum
Les investigacions han demostrat que l’atenció i l’educació de la primera infància (AEPI) poden millorar el desenvolupament dels infants. La formació de docents en servei és una bona estratègia per maximitzar la qualitat de l’AEPI, però a Mèxic els docents consideren que la formació en servei no és particularment rellevant. Per contrarestar aquesta tendència, el Sistema Educatiu Mexicà va dissenyar i implementar una política de formació en servei. L’objectiu de l’estudi era analitzar l’impacte dels factors individuals en la transferència de l’aprenentatge durant la pandèmia de la COVID-19. Es va utilitzar un disseny longitudinal no experimental i es van fer servir dos instruments que es van aplicar en dos moments diferents. El maig de 2021, durant el confinament per COVID-19, el Ministeri d’Educació de Puebla va oferir cinc cursos en línia dirigits a docents d’educació infantil. S’hi van inscriure 6.562 docents i només 2.865 van completar amb èxit els cursos. En acabar els cursos, es va aplicar el model de transferència de factors d’aprenentatge (Quesada-Pallarès et al., 2018). El model preveu que els docents dissenyin plans i estratègies per aplicar els continguts apresos guiats pel seu propi desig de transferir. En aquest sentit, es pot afirmar que la voluntat de transferència està dirigida per l’impuls autònom de transferència dels docents.
Paraules clau
aprenentatge assistit per ordinador, aprenentatge professional, motivació, desenvolupament professional, educació de la primera infància, transferència d’aprenentatgeReferències
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Drets d'autor (c) 2023 Karla Villaseñor, Cristina Torrelles-Nadal, Carlos Silva-Ríos, Carla Quesada-Pallarés
Aquesta obra està sota una llicència internacional Creative Commons Reconeixement 4.0.
