La foto−elicitación, propuesta formativa para la educación intercultural en el marco del desarrollo sostenible: propuesta e implementación formativa para el profesorado de la Facultad de Ingeniería de Sistemas de Producción Agropecuaria (FISPA), en el Estado mexicano de Veracruz
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2017
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29/09/2016
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Abstract
Este trabajo recoge la investigación que contiene la propuesta formativa con el profesorado de la modalidad presencial de la Facultad de Ingeniería de Sistemas de Producción Agropecuaria, en el Estado de Veracruz, México, enmarcándose dentro del objetivo 4 de los Objetivos de Desarrollo Sostenible de las Naciones Unidas para el año 2030. El análisis del plan de estudios de dicha Facultad revelaba la carencia en competencia comunicativa de sus egresados, por lo que se diseñó una propuesta formativa que potenciase el uso de la foto−elicitación como herramienta para la mejora de las competencias docentes de su profesorado. Esta técnica consiste en la utilización de las fotografías para inducir una reacción, recordar experiencias y vivencias personales, para generar opiniones y discusiones acerca de los significados alojados en la fotografía. Esta propuesta se concretó en un curso de dos semanas donde se realizarían sesiones de foto−elicitación con fotografías traídas por el profesorado. Se plantearon además tres objetivos específicos, que tenían la finalidad de conocer la percepción del profesorado acerca de la necesidad detectada y la propuesta formativa, implantar la propuesta formativa y, finalmente, evaluar la valoración que el profesorado hacía de la misma. Para cumplir con los anteriores objetivos, se recogieron datos con técnicas mixtas de tipo cualitativo y cuantitativo.
Además, se grabaron las sesiones de foto−elicitación en vídeo para poder transcribir su contenido. Los resultados muestran que, aunque hubo cierta resistencia por parte del profesorado hacia la propuesta formativa, quizá por falta de confianza e información, el curso fue implementado con éxito, valorándolo de manera positiva la mayoría de los participantes. Como conclusión, aunque se consiguió implementar el curso e incluso algunos participantes reconocieron que utilizarían la técnica aprendida, reconocemos la necesidad de aclarar mejor los objetivos de la propuesta formativa y de realizar una mejor labor de establecimiento de la confianza con los participantes, facilitando así la relación entre orientador y profesorado.
This paper reflects the research that includes the training proposal with the on−site modality faculty of the School of Engineering in Systems of Agricultural Production, in the State of Veracruz, Mexico, framed also within Objective 4 of the Sustainable Development Goals of the United Nations 2030. The analysis of the curriculum of this School revealed the lack in communication competency of its graduates, so a training proposal that nurtured the use of photo-elicitation as a tool for improving their teaching skills was designed. This technique involves the use of the photographs to induce a reaction, remember personal experiences, to generate opinions and discussions about the meanings hidden in the photography. This proposal took shape in a two-week course where photo-elicitation sessions with photographs brought by teachers were performed. Three specific objectives were also raised, which were intended to know the perception of teachers about the identified need and the training proposal, implement the training proposal and finally evaluate the assessment that teachers did about it. In order to achieve these objectives, data with qualitative and quantitative techniques was collected. In addition, the photo-elicitation sessions were videotaped to transcribe their content. The results show that although there was some resistance from the teachers to the training proposal, perhaps because of a lack of trust and information, the course was successfully implemented, valuing positively the most participants. In conclusion, although it was possible to implement the course and even some participants acknowledged that they would use the learned technique, we recognize the need to better clarify the objectives of the training proposal and do a better job on building trust with participants, thus facilitating the relationship between the teachers and the counsellor.
This paper reflects the research that includes the training proposal with the on−site modality faculty of the School of Engineering in Systems of Agricultural Production, in the State of Veracruz, Mexico, framed also within Objective 4 of the Sustainable Development Goals of the United Nations 2030. The analysis of the curriculum of this School revealed the lack in communication competency of its graduates, so a training proposal that nurtured the use of photo-elicitation as a tool for improving their teaching skills was designed. This technique involves the use of the photographs to induce a reaction, remember personal experiences, to generate opinions and discussions about the meanings hidden in the photography. This proposal took shape in a two-week course where photo-elicitation sessions with photographs brought by teachers were performed. Three specific objectives were also raised, which were intended to know the perception of teachers about the identified need and the training proposal, implement the training proposal and finally evaluate the assessment that teachers did about it. In order to achieve these objectives, data with qualitative and quantitative techniques was collected. In addition, the photo-elicitation sessions were videotaped to transcribe their content. The results show that although there was some resistance from the teachers to the training proposal, perhaps because of a lack of trust and information, the course was successfully implemented, valuing positively the most participants. In conclusion, although it was possible to implement the course and even some participants acknowledged that they would use the learned technique, we recognize the need to better clarify the objectives of the training proposal and do a better job on building trust with participants, thus facilitating the relationship between the teachers and the counsellor.