Early childhood educator training as a service to society
DOI:
https://doi.org/10.7179/PSRI_2014.24.10Keywords:
Early childhood education, teacher education, program evaluation, teaching programme, evaluative research, documentary analysis, research techniqueAbstract
This paper presents a small portion of a research project conducted at Chile’s Bernardo O’Higgins University (UBO), which aspires to recognition as a national pacesetter in the education of outstanding graduates and professionals. The general objective of the research is to do society a service by assessing the UBO’s early childhood education degree programme (major in first-year primary school teaching) and to verify the consistency between what the system requires for the development of teachers at that level and what actually gets implemented. This is a response to the problem: Is there consistency in the Teacher Training Program for Toddler and educational Project presented by the UBO?
A conceptual approach is taken to education research and the models for evaluating educational programmes. Stufflebeam’s CIPP (Context-Input-Process-Product) model (1987) is chosen, and the structure indicated by Pérez Juste (1995 and 2000) is followed at three points:
1) the programme in itself: the programme’s intrinsic quality, its context fit and its output situation
fit;
2) the programme in its implementation: programme execution and framework of programme implementation;
3) the programme in its results: measurement and achievements, assessment and continuity.
Each of the points is organized in terms of dimensions and their respective indicators. Instruments are created for measuring the different stages leading to the programme’s final evaluation. To choose the sample, the populations between 2009 and 2011 are identified. To study the data, the different levels of teacher education are regarded, considering the programme’s documentary source material and the empirical source material represented by students and faculty.
Leading among the instruments used are a matrix of benchmarks for the early childhood educator programme and documentary analysis of the programme’s content and psycho-scientific foundations; guidelines for interviewing the department director and faculty; and opinion surveys administered to students, managers and faculty. The following sources are used: official records, documentary records, faculty, students and the department director promotions mentioned Training Program Toddler Educator with a major in NB1, of the same university. Between the results obtained of the study they can be mentioned the following: orientations, policies and requirements are present in the UBO’s educational model; no relationship exists between the goals stated in the official degree documents and curricular management in terms of leadership and action execution, or in the elements of consistency, interaction and action sequencing to ensure goal attainment; there is no clarity (from the standpoint of students and faculty) in levels of achievement, because there are no specific pre-established benchmarks or milestones for achievement during the programme with clear, shared criteria; the evaluation detected rigidity in programming and planning, lack of real communication among stakeholders, lack of varied methodologies, poor communication with faculty and the department head and lack of leadership on the part of the department head. With this research the UBO has rendered a service of great interest to Chilean society and university faculty.
Downloads
References
Aguado, T., Gil, I. & Mata, P. (2008). El enfoque intercultural en la formación del profesorado. Dilemas y propuestas. Revista Complutense de Educación, vol. 19, No. 2.
Brunner, J.J. (1995). Desarrollo regional y universidades. OECD.
Coll, C. (2008). Psicología y currículum. Buenos Aires: Paidós.
Eisner, E.W. (1994). Cognition and Curriculum Reconsidered. 2nd ed. New York: Teachers College Press.
Fernández Sierra, J. & Santos, M.A. (1992). Evaluación cualitativa de programas de educación para la salud. Málaga: Archidona.
García Llamas, J.L. (2003).Métodos de investigación en educación. Investigación cualitativa y evaluativa. Madrid: UNED.
Garrido, M. (1989). La formación del maestro en la sociedad actual: Consecuencias inmediatas y nuevas perspectivas formativas. Revista Electrónica Interuniversitaria de Formación del Profesorado, No. 2 (1).
Guba, E. & Lincoln, Y. (1989). Fourth Generation Evaluation. California: Newsbury Park.
Himmel, E., Olivares M.A. & Zabalza, J. (1999). Hacia una evaluación educativa. Aprender para evaluar y evaluar para aprender. Chile: Pontificia Universidad Católica de Chile.
Horrillo, M.A. (2005). Evaluación de programas educativos. UNED. Madrid.
Jiménez, M.A. & Navaridas, F. (2012). Cómo son y qué hacen los “maestros excelentes”: la opinión de los estudiantes. Revista Complutense de Educación, vol. 23, No. 2.
Maciel de Oliveira, C. (2003). La investigación-acción como estrategia de aprendizaje en la Formación Inicial del Profesorado. Revista Iberoamericana de Educación, No. 33.
Mineduc (1999). Decreto de Evaluación nº 112. Downloaded from www.mineduc.cl.
Murillo, F.J. (2006). Modelos innovadores en la formación inicial docente. Estudio de casos (…) en América Latina y Europa. UNESCO: Regional Bureau for Education in Latin America and the Caribbean.
Parlett, M. & Hamilton, D. (1972). Evaluation and Illumination, reprinted in Tawney, D. (1976). Curriculum Evaluation Today. Trends and Implications. London: McMillan.
Pérez Juste, R., García Llamas, J.L. & Martínez Mediano, C. (1995). Evaluación de programas y centros educativos. Madrid: UNED.
Pérez Juste, R. (2000). La evaluación de programas educativos: conceptos básicos, planteamientos generales y problemáticas. Revista de Investigación Educativa, vol. 18, No. 2.
Pérez Serrano, G. (2001). Modelos de investigación cualitativa. Madrid: Narcea.
Román Pérez, M. (2004). Sociedad del conocimiento y refundación de la escuela desde el aula. Madrid: Facultad de Educación, Universidad Complutense.
Rossi, P.H. & Freeman, H.E. (1971). Evaluación: Un enfoque sistemático para programas sociales. Mexico: Trillas.
Scriven, M. (1997). La metodología en evaluación. New York: Rand McNally.
Stake, R.E. (1975). Program Evaluation, Particularly Responsive Evaluation. Western Michigan University Evaluation Center.
Stufflebeam, D. & Shinkfield, A. (1987). Evaluación sistemática. Guía teórica y práctica. Barcelona.
Tyler, R.W. (1949). Principios básicos de curriculum. Universidad de Chicago.
Universidad Bernardo O’Higgins (2008). Programa Carrera Educación Parvularia Mención NB1. Santiago de
Chile: Facultad de Educación.
Downloads
Published
Issue
Section
License
Copyright (c) 2014 Pedagogia Social. Revista Interuniversitaria
This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.
Copyright and right to archive
The published version of the articles can be self-archived by their authors in open access institutional and thematic repositories. However, Pedagogía Social. Revista Interuniversitaria must authorize partial or global reutilisation on new papers or publications.
Published papers must be cited including the title of the journal Pedagogía Social. Revista Interuniversitaria, issue, pages and year of publication
Ethical responsibilities
Pedagogía Social. Revista Interuniversitaria does not accept any material that has been previously published in other documents or publications. Authors are responsible for obtaining the required permissions for partial or global reproduction any material from other publications, and to correctly quote its origin.
Pedagogía Social. Revista Interuniversitaria is obliged to detect and report fraudulent practices.
Only those who have intellectually contribute to the development of the paper must appear as authors.
The journal expects authors to declare any commercial partnership that might entail a conflict of interest with respect to the submitted article.
Authors must mention in the article, preferably in the “methodology” section, that the procedures used during the samplings and controls have been made after getting informed consent.
The journal will not use any received contribution in a way other than the goals described in these guidelines.
Copyright Notice
© Pedagogía Social. Revista Interuniversitaria. Papers published in both the printed and online versions of this Journal are property of Pedagogia Social. Revista Interuniversitaria, being required to cite the source in any partial or total reproduction.
Unless otherwise stated, all content of this electronic journal is distributed under "Creative Commons Attribution-Non commercial 3.0 Spain" (CC-by-nc) license for use and distribution. The informative version and the legal text of this license is available here. This has to be expressly stated in this way when necessary.
