La asesoría psicopedagógica a maestros para el desarrollo de la independencia cognoscitiva en escolares de 4to grado
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Universidad de Sancti Spíritus "José Martí Pérez"
Abstract
La formación del Licenciado en Educación Pedagogía-Psicología como asesor
psicopedagógico demanda la apropiación teórica de la asesoría
psicopedagógica a directivos y docentes como modo de actuación profesional,
en correspondencia con el objeto de la profesión y las esferas de actuación, la
lógica de la construcción de la asesoría psicopedagógica en pos de favorecer
el dominio del modo de actuación a partir de la relación académica, laboral e
investigativo, para el cumplimiento de sus funciones de asesoramiento, desde
la perspectiva del trabajo preventivo y orientada al cambio educativo. Como
parte del desarrollo de la creatividad debe estimularse en los escolares el
desarrollo de la independencia cognoscitiva, siendo esta la idea a defender en
esta investigación, que tiene como objetivo proponer un sistema de talleres de
asesoría psicopedagógica a maestros para el desarrollo de la independencia
cognoscitiva en escolares de cuarto grado. Se han empleado métodos teóricos,
empíricos y estadísticos de la investigación. La investigación se desarrolló en la
Escuela Primaria Serafín Sánchez Valdivia para comprobar el nivel de
independencia cognoscitiva de los escolares de cuarto grado, la Población está
formada por 14 Maestros del primer ciclo, la Muestra está conformada por 5
Maestros de cuarto grado. Muestra tomada de forma intencionada, con el
objetivo de Preparar a los maestros para desarrollar potencialidades en sus
escolares. Se emplearon Técnicas psicopedagógicas como: Cuestionario
maestros a cerca de la independencia cognoscitiva, Completamiento de frases
La investigación responde al Proyecto Estrategias y Técnicas Creativas.
The training of the Bachelor of Education in Pedagogy-Psychology as a psychopedagogical advisor demands the theoretical appropriation of psychopedagogical advice to managers and teachers as a mode of professional action, in correspondence with the object of the profession and the spheres of action, the logic of the construction of psycho-pedagogical advice in order to favor the mastery of the mode of action based on the academic, work and investigative relationship, for the fulfillment of its advisory functions, from the perspective of preventive work and oriented towards educational change. As part of the development of creativity, the development of cognitive independence must be stimulated in schoolchildren, this being the idea to be defended in this research, which aims to propose a system of psychopedagogical advisory activities for teachers for the development of cognitive independence. in 4th grade students. Theoretical, empirical and statistical research methods have been used. The research was carried out at the Serafín Sánchez Valdivia Primary School to verify the level of cognitive independence of 4th grade students, the Population is made up of 14 first cycle teachers, the Sample is made up of 5 fourth grade teachers. Sample taken intentionally, with the aim of preparing teachers to develop potential in their students. Psychopedagogical techniques were used such as: Teacher questionnaire about cognitive independence, sentence completion and an Inventory of Problems. The research responds to the Creative Strategies and Techniques Project.
The training of the Bachelor of Education in Pedagogy-Psychology as a psychopedagogical advisor demands the theoretical appropriation of psychopedagogical advice to managers and teachers as a mode of professional action, in correspondence with the object of the profession and the spheres of action, the logic of the construction of psycho-pedagogical advice in order to favor the mastery of the mode of action based on the academic, work and investigative relationship, for the fulfillment of its advisory functions, from the perspective of preventive work and oriented towards educational change. As part of the development of creativity, the development of cognitive independence must be stimulated in schoolchildren, this being the idea to be defended in this research, which aims to propose a system of psychopedagogical advisory activities for teachers for the development of cognitive independence. in 4th grade students. Theoretical, empirical and statistical research methods have been used. The research was carried out at the Serafín Sánchez Valdivia Primary School to verify the level of cognitive independence of 4th grade students, the Population is made up of 14 first cycle teachers, the Sample is made up of 5 fourth grade teachers. Sample taken intentionally, with the aim of preparing teachers to develop potential in their students. Psychopedagogical techniques were used such as: Teacher questionnaire about cognitive independence, sentence completion and an Inventory of Problems. The research responds to the Creative Strategies and Techniques Project.