This work deals with the difficulties that are presented to the teacher when interacting with children in school or with the same environment, but more than a social issue we will be guided by what happens in the classroom , qa and we shall be able to find a solution, because the issue of social class differences is a matter that falls to other authorities have more power than those associated with education.
try to find the best solution for these problems, the best interest for members of the educational system (students and teachers).
Guided by the pattern sent by the teacher, the aim of this work is:
"Developing capabilities analytical, critical and creative
difficulties in analyzing the teaching profession and to propose solutions (
not fragmented), situations that affect the teaching profession, taking into account knowledge, personal experience and relationship with real actors in the field of their profession. "
But in order to properly develop these difficulties, we must first define several concepts that will help in the treatment of this work. Starting from the definition of difficulty to what we understand as education.
Difficulty
The word comes from the Latin term difficulty difficult. According to the dictionary definition of the Royal English Academy (RAE), the concept is treated as inconvenience, annoyance preventing opposition or get run well or understand something and soon. The term, as an obstacle or challenge to overcome has inspired thoughts of various writers and thinkers.
ü "Intellectual function of the difficulties is to lead men and women to think" John Dewey
ü "if you call experience to your difficulties and remember that every experience helps you grow, you will grow vigorous and happy, matter how adverse the circumstances. "
Henry Miller
ü" the greater the difficulty, the greater the glory "Cicero
ü" wise man thinks only of his difficulties when it is an object. When not thinking about something else "Bertrand Russel
Therefore this concept is treated like a fence, but you can always exceed the benefit of education and that is why we then propose solutions to them.
The second concept is that of competence, which was discussed extensively in previous work, therefore we only refer to specific points and quotations on them.
Spencer and Spencer, consider it "an underlying characteristic of an individual, that is causally related to effective or superior performance in a situation or work, defined in terms of a criterion" (p. 9).
Rodriguez and Feliu, define them as sets of knowledge, skills, dispositions and behaviors that a person possesses, which enable the successful completion of an activity. " Ansorena
Cao, states: "A skill or personal attribute of the behavior of a subject, which is defined as property of their behavior, and, under which the task-oriented behavior can be classified in a logical and reliable." (P. 76)
Woodruffe, the poses as "A dimension of open and gross behavior, which will allow a person to perform efficiently. "
Finally, Boyatzis (Woodruffe, 1993) notes that it" sets of patterns, a person must take a position to efficiently perform their tasks and duties. "
the analysis of these definitions can be concluded that the Powers:
1. are permanent features of the person,
2. They are revealed when you run a task or performing a task,
3. They are related with the successful implementation in an activity, whether occupational or otherwise.
4. have a causal relationship with work performance, ie not only associated with success, but it is assumed that actually cause it.
Other important concepts to define are:
teaching profession
"Teaching is clearly a profession like many others, and requires trained professionals on knowledge, values, attitudes and willingness of love for their students'
The teaching profession is the role to be fulfilled by the teacher, play a key role in building a developed country and is very important for the development of children and learning from them.
If the teacher acts as an authoritative agent, prevents the exchange of knowledge between students and himself. And what really get are memorized answers textbooks where we see the student's opinion against what they read. Unmotivated students are currently
; do not feel invited to participate in the learning process. Maybe we should make adjustments to our way of educating in which the student feels his character and learning.
How many people have been able to follow a successful path in life by competent teachers and patients, who believed in them and were able to teach them everything they knew, including values \u200b\u200bsuch as responsibility and effort? How many were saved from a path of self-destruction that led their dysfunctional families, thanks to a school that had an educational project able to take care of children at risk? None of this is possible if we do not have competent and motivated professionals. And we will not have competent professionals if the teaching profession is considered a second class profession where very few get the best students in the schools. It is essential to raise the level of the teaching profession, increasing the level of demands. If not everyone can be a doctor, not everyone can be a teacher either. The requirements for receiving his teacher and the profession should be much higher, and wages must be commensurate with their social importance.
quality education.
First of all define the term quality, which we found defined as follows: "The quality of a product or service is the perception that the customer has of itself is a mental fixation that assumes consumers under that product or service and the ability of it to meet your needs. The purpose is to reach a higher standard, which is expected on the expectations and the product goes well at the lowest possible cost. In short hints as to how successful a service is delivered, we will do something, etc.. leaving a little behind the simple conformism or thought of to meet sufficient, but rather, trying to make some of the best way possible within certain parameters. Now if we transfer this to the educational field, we find the following definition:
Muñoz (2003) explains, "that education is of quality when it is intended to satisfy the aspirations of all sectors of society members for whom it is addressed , if, in doing so, actually achieve the goals pursued in each case, if it is generated through culturally appropriate processes, optimally exploiting the resources needed to deliver it and ensuring that the opportunities to receive, and social and economic benefits derived from same-are distributed equally among the various sectors that make up the society to which it is addressed. "
Once this concept, When can we really say that quality education is delivered?, an example of what are the results achieved by students , to achieve their own goals, not what you require or what you can, if you do not really want, give them the necessary tools for this within a range of people of integrity, ie. Let them be able to function in any area with ease and just delve even deeper into what interests them.
Equity.
"Equity comes from the Latin aequitas of Aequus, alike. They have a connotation of social justice and equal responsibility and appreciation of individuality, reaching a balance between two things, equity is just plenty. " Now within the educational field, the concept of educational equity is inevitably related to the quality of education, this is related to that relates to more traditional concepts such as equality of opportunity and social justice. Educational developments and the latest knowledge on the ways and conditions of learning into the analysis of equity perspective to provide a differentiated and equated retention conditions success among all social sectors. On the other hand, if education is understood as a facilitator of skills and abilities to the social and particularly economic, equity policies aim at the generalization of results to ensure socially responsible actions and economically productive among individuals of all socioeconomic .
Education:
To give a definition of that is education take as reference the UNESCO definition is, who defines it as follows:
"education is defined by the overall process of society, through which individuals and social groups learn to develop consciously within the national and international community and benefit from them, all their skills, attitudes, skills and knowledge. This process is often limited, sometimes to a particular activity. "
From this definition we can infer that there are at least three types of education: formal, non formal and informal that we live every day in our development as social subjects who are educated.
The reality is that formal education is education that is supported by institutions that have plans or programs of study, has a physical or virtual school, and on completion receive a certificate, degree or title, and that in reality are delivered by gardens, schools, high schools, colleges, universities, etc.. Accompanied by a formal education is what ethics and values \u200b\u200bthat these institutions want to implement in their outreach in accordance with its educational and cross-value framework that promotes the education ministry.
On the other hand we are invaded by a type of non-formal education is given through agencies and educational institutions that are technically oriented, there are levels of study, there is no certificate, are considered important but have no life project. For example, dance classes, carpentry, sewing, mechanics, among others.
Finally there is an informal education which is given by what I see and I decide to purchase. It is usually all that we learn from the media, mainly in the home, church, television, Internet, radio, etc. Define
education, the issue is too complicated since we are referring to all that it encompasses: society, culture, educational models, educational problems, progress in education, new ways of educating, etc.) Is everything that includes learning and training for one person, regardless of their social, economic, cultural, race, sex, party, etc.
Performance
For performance mean a planned order that requires knowledge and specific skills development, which will have been chosen as the result you expected. This order should be planned so that the student agrees to have a proper execution to different situations and can adapt to the changing forms of work organization. Therefore, the performance should be in accordance with the terms and criteria of the quality requirements that have previously been set for his execution.
As for teacher professional development we can say that is the result of skills, or the student to achieve objectives efficiently and the desired effect within the stipulated time and using the best methods and resources for its implementation. This performance has been strengthened by educational improvement programs delivered by the government such as: what projects links, academic excellence, awards to teachers by region etc. Performance
These powers are proposed by the Ministry of Education in the Framework of Good Teaching, this route is nothing more than a support for teachers where you can self-assess and see if you are having a good professional performance, either within the classroom or within the establishment in which it is situated.
We can now say that the powers are the backbone of the new models of education and these are focused on the performance of teachers. Curriculum
is the set of ideas that give a sense counselor, founded and guided the purpose of educational action.
Evolution of the concept of curriculum:
"set of experiences undertaken by students under the guidance of the school"
(Campbel1935)
"structured series of learning objectives that we aim to achieve. Prescribed or anticipated results of the investigation. (Johnson1957)
"Attempt to communicate principles and essential features of an educational purpose to remain open to critical discussion and be translated into practice. "(Stenhouse1981)
Joint educational experience which aims at the development of thinking as a psychological tool using language in a socio -experiential human development. (Curriculum Chair 2005)
II. Difficulties for the development of the teaching profession
A major difficulty with that is the teaching profession is reality itself in the process of teacher training a group of students learn equally a set knowledge and skills for their future professional development, in many cases without providing individual and social capacities of individuals, let alone the diversity of environments in which these will unfold, here's where we stop with the main proxy, because for most preparation "theory" that a student receives and interest that this has to exercise a quality education, something that goes beyond the scope of their hands or place where they were form yourselves as teachers "The educational establishment", unfortunately the lack of link between what the teacher wants and to do and the goals or plans of the establishment is not always adequate.
Which is what actually happens in the establishments (municipal)? Today blunders has confused the quality of Chilean education with the amount, ie educational institutions have been created out of control and not even worry that this delivers education is quality education becoming almost like a tent but that opens and closes without further requirement only a place to shelter and customers who require these services, likewise the innumerable number of establishments is not satisfied with a few courses, much less level with few pupils with a saturating amount up to 7 level courses and those with a maximum of 45 students being of course almost always filling this quota because of the subsidy received per enrollee setting, total "that the teacher can arrange them as if their job," goes along with this little delicacy with which directors are chosen such premises, without assess the prospects that they have the same education and work within it. On the other hand, the establishment is so down to comply with a certain amount of content already established by the same Ministry of Education in the curriculum, to further evaluate the students according to those contained in the University Selection Test, where once but we superimposed the quantity over quality, and to worry for the student to incorporate certain basic things correctly, is prioritized delivery of many skills which perhaps at the end of secondary education only remember a fraction of them.
The same applies to the SIMCE since the idea of \u200b\u200bthis test is to see how adequate is the level and content delivery facilities throughout the country, but many establishments (not all) focus during the year concerned the event-evaluation of this testing and reviews focused on the student at least incorporate as much content as possible to the time of the test.
Finally due to mismanagement and focus within educational establishments is that the teacher meets with various difficulties of carrying out its work, firstly teachers are faced with a large group of students, whereby each case has times of learning, different methods and capabilities. If it costs you your kids to pay attention or get along among them imagine what they must do a teacher to carry out a class with 45 students, of whom some have problems at home, other hormones have revolutionized , others do not care or any other problem. On the other hand, do you think a teacher with that amount of time students is always to enhance education for those students who need it? Both teachers and students deserve a better workplace and better care respectively.
Now if we look more rights in the classroom but even more in the teaching of our discipline, we can see how the above issues on what really happens in the setting directly affects the teaching of mathematics. The ministry implements a curriculum framework, which complies teacher as part of a process of order-execution, but what ends up being the real purpose? "Impart skills or that students actually learn?, Here, as we where mathematics comes really justified and mostly misunderstood, the teacher must meet certain subjects in a group of 45 students during a semester, what happens? the teacher during their training as well says the framework for good teaching, should have basic knowledge of their specialty, both historically and scientifically, but here where one finds contradictions, one as a student of Mathematics and Computer Education can cite the following case for example, in the course of Analytic Geometry realize once in college that all the "recipes" handed to calculate a distance between a point and another, to get equations of lines, parabolas, etc.. have a scientific basis are not because they are, but postulated that a very small one can only reach such a theorem demonstrating thereby avoiding the memorization, likewise we have seen how the use of mathematical (DERIVE, Calibri) can give us a better understanding of Analytic Geometry, the first program is more algebraic level (equations, calculations, etc.) and even the second best can be represented so that you get to connect this geometry to everyday life, we can see how many Architectural figures are built based on the locus. Then you think why I was taught well in high school? Perhaps this would avoid the look of mathematics as so arbitrary, monotone and "other world" if we knew where they were born so extravagant formulas if we saw the implementation of this. But let's get out of the role of student teachers and teachers in coloquémonos Is this possible? As mentioned there is a point that is pressed with the amount of content available either on a test or simply measuring compliance with the curriculum framework, then following the example of analytical geometry, then this is a table of contents they "should" teach middle third as the curriculum (which we have published the key objectives and we are doing reference to the contents):
MINIMUM CONTENTS GENERAL TRAINING
1.1 (CC) n-eseimas Roots of positive numbers. Powers
fractional exponent.
operative relationship between power and roots fractional exponent. 1.2
square and cube roots. 1.3
root of a product and a quotient.
1.4 (CC) Operative irrational expressions ..
1.5 Estimation and comparison of fractions that have roots in the denominator.
1.6 (CC) Streamlining. Irrational equations. System 1.7
simple linear inequalities in one unknown. 1.8
Intervals real numbers. 1.9
ask and solving linear system of inequalities with one unknown. analysis of the existence and relevance of the solutions
1.10 Relationship between linear equations and inequalities.
1.11 (CC) linear inequations in two unknowns. Description
semiplanes by linear inequalities with two unknowns.
1.12 (CC) System of linear inequalities with two unknowns Chart semiplanes and intersection of them. 1.13
quadratic function. 1.14
Graph the following functions: y = x2
y = x2 ± a, a> 0
y = (x + a) 2, a> 0
y = ax2 + bx + c, a> 0
y = a (x - h) 2 + k
1.16 Discussion of the cases of intersection of the parabola with the x-axis
1.17 Discussion of the cases of intersection of the parabola with the y-axis .
1.18 (CC) Talk peak or low point for the function,
1.19 Resolution of quadratic equations by completion of squares and its application in solving problems. 1.20
square root function. L.21
Graph: y =, emphasizing that the values \u200b\u200bof x, must be greater than or equal to zero. 1.22
id = ixi. L.23
historical commentary on the irrational numbers; Pythagorean triplets; comment on Fermat's Theorem. 1.24
Euclid's Proof of Theorem on the proportionality of the triangle. 1.25
Trigonometric ratios in the triangle.
1.26 (CC) Imaginary Numbers, Power 1.
1.27 (C.. C) Complex Numbers: Classification, complex conjugate, operations and properties. Graphic
. Modules (Standard).
Weight by a scalar.
1.28 (CC) quadratic equations with complex solutions.
1.29 (CC) Logarithms: Concept, computation, properties.
1.30 (CC) and exponential equations without logar1tlnicas
base equalization
If we realize, most cases of deficiency in demonstrations, discussions, finally all that out of the delivery schemes and resolution of financial formulas repeating the same, and the same is what is essential to. If you think about it from outside and as a student, you think that is often underestimated students by not giving them some knowledge and tools, but is it possible to deliver so much content in a year and a classroom of 45 students? No, it is very difficult, then the teacher is in this situation: I have a year, many content and many students do I do? I teach design, implement (Rather repeat) and a listing of exercises, passing the following item, without giving space to show how interesting mathematics can be. Another edge of the item is not to last for less important but rather the equity, is it possible in the broad sense of the word? First and perhaps most superficial is the socio-economic inequality, which undoubtedly inserted in different ways the students in the classroom, it is faced with larger resources, both material and psychological. Now plantémonos in a room where all students are alike and there is a teacher, and in which there is certainly a variety of intellects, unfortunately it is not possible within a course of so many students this may finishing worry those who find it difficult and yet most face a situation where you are required on certain performance then what happens? Unfortunately it uses the emphasis of those who will bear good fruit is known, strengthening their capacities in order to get out somehow on, but it's better than other students a "great? Or just a course to a fairly good level? Of course the second option reflects much better quality than the first, but it is much easier to promote something that is good to do something becomes good.
Ultimately, the teacher faces these difficulties, many students and a provision against the establishment almost Real learning, which often worse end up absorbing the teacher and given that it can not fight against this system, binds to this (situation very comfortable and convenient)
Solution to
education as the main pillar of societal development, should be the main focus of concern of that, solving the root and to monitor adequately the problems of creating institutions that do not meet basic quality standards, but this will happen someday? While people with this government and not only did not specifically cite the president if not the system itself, remain in a power struggle and personal property and realize the great opportunity they have to participate in positive change in our society, while not capable of understanding this, there is little that can be done, as well as local terrain, you can not change the mentality of the management of facilities. But in another way if there is much that we can provide, but rather said it all, the classroom, taking the difficulties we face and not let them pass, solve, because it is our field of education, not the infrastructure of a school, or costs, and materials, etc.
Starting from just beyond the establishment itself, the number of students per course, considering we're in a context of public education, the reduction should not be much, but a total of 30 students (UNESCO states that this amount is the limit for teachers to ensure that a minimum education and quality ") would be restricted in the number of enrollments within the facility, what happens to the remaining students?
Unfortunately the teacher has no authority, nor the way to solve certain issues at the country level, then what does? Take what you have, ie a large group of students, a curriculum that meet and often a limited working material, but has all the knowledge and tools supposedly, rather that power to perform their work, then take what you have and work;
Now we introduce into the classroom, where we will analyze two aspects: content (curriculum).
The curriculum, in relation to pedagogical practices within the classroom, is divided into:
A) COURSE:
· Planning Annual Semiannual
· Planning
· Planning didactic
B) PSYCHOPEDAGOGICAL CARE IN INTEGRATION:
· Suitable curricular , according to students' previous patterns of integration
C) WARNING PSYCHOPEDAGOGICAL TEA (specific disorder learning) AS DEFICIT.
D) OTHER BODIES OF THE PROJECT AGREEMENT WITH THE SCHOOL CURRICULUM.
In order to address concerns and proposals and does not cover all the areas just mentioned, which would bring a bit specification, we only focus on the point A.
Annual Planning: This refers to a global vision of what should and will be taught during the year. The mathematics teacher must first of all see the curriculum established by the MOE as the level at which this teaching, raising the outset the achievements you want to get to the end of the year, measured as the skills acquired pro alumnos.
Planificación semestral: He aquí donde el profesor debe ser mas concreto e idear un plan adecuado, que determinara la forma en que se realice el aprendizaje. El profesor de Matemática cuenta con un total de 8 horas (aproximadas) semanales en un curso de enseñanza media. si nos situamos en el plan de estudio analizado en el planteamiento del problema, la cantidad de contenidos que se deben enseñan dentro del año escolar asciende a 30 aproximadamente, variando según el nivel. En primer lugar no se puede pensar que todas las materias requieren la misma cantidad de tiempo enseñanza. Debido a las dificultades que le presenta el medio (numero de alumnos, cantidad de contenidos) debe idear una plan de estudio, en el que can coordinate the two main principles: quality and equity, so we propose that:
· Of the eight hours a week with the teacher counts, they should nominate five hours for the theoretical and practical classes 3 hours. ( specified in the next paragraph)
· A semester level, you must set the form of assessment and delivery of these throughout the semester. That is, they must ensure that the content which the school year begins, is the basis for the rest of the year and sequentially, linking a content to leave to others, so that students see that what learned before is not no use and can relate and find more meaning to what has been learned, for this may be of great help, at the end of each semester, make a final test that incorporates all the subjects learned during the semester. Planning
teaching: this refers to the method used to achieve the objectives of quality education and equity, so here we will develop the points already proposed: the 5 hours spent in the training and education as 3 hours devoted to training practice. Theoretical
· Training: This training should be given the contents of the subject and based mainly on our course is to avoid the process to dictate and copy what it says the teacher and the class type definition-example-listing exercise, "but from the first minute to capture student interest. The teacher should look for different methods of teaching, one that not ship all given to students for further repetition. Interestingly, the teacher would hand over first of all previous knowledge to students, then raise them problematic situations, so that those in the resolution of these problems are discovered patterns that are repeated and even come to the conclusion one way or mathematical model, and not by the hand that gives the formula and then there are problems, so that students who read more, see the numbers that appear there and try to incorporate them into the formula. This type of instruction in which the student participates in their own learning process much more the student feedback when a simple listener. On the other hand, you really learn by repeating and repeating a formula thousand times? Or simply give a list of complex and comprehensive exercises, students can see the true application of learning, we learn the remarkable products and formula to solve it, then gives us a very long results where a number replaces the formula already given and solved, but the remarkable products for themselves but never used, but these will be useful later for the fastest solution and appropriate for other problems.
· training practice, here where if you can make changes at this time can be organized in working groups to solve exercises and education is primarily a mutual and simultaneous, where our students share their different assessments of solving problems, essential for situations do not occur at the expense of the activity is respect for the teacher, if it exists, the student will understand when to talk and when not, when you say, and the teacher will know to give space to various concerns and contributions of students. Moreover, the teacher can use this time to connect to even more students to mathematics, for example, if there is a computer lab, you can use different mathematical programs, where you can show a different and more interesting the behavior of various mathematical models. If you do not have these resources, you can use very simple forms, such as area and perimeter passing can use items that can be split for example, a formula known as the area of \u200b\u200ba sphere is 4πr2 but if we an orange and draw the outline on a piece of the largest circumference of the orange, then peel, the shell is filled circles four precise measurement of the circumference drawn before and as the area of \u200b\u200ba circle is πr2, we deduce that the sphere is four times that. Just as this, there are many more ways in which using a little ingenuity we can show the students things that will no doubt be more on his mind than written forms and repetitive.
CONCLUSION.
In this report we discussed the ways in which the teacher can try to overcome the various obstacles that you experience, but is more than clear that if this out of hand with a proper working of government, as principal regulator of education. It is time that this would know the importance of this and this is not to that incorporating more money to education, as the government tries to solve all pro appearance, leaving many people happy with such superficial things, like a modern building, equipment, if what matters most is the human number of persons that make up the educational body, is a matter over mind, you should stop and think poorly of Lesos us about more complex issues in education, for example when we face the issue of student numbers and say that we want this to be reduced, we are in a contradiction with the fact the creation of many establishments, but because we get to this contradiction, because if we looked at results ya sea en pruebas de rendimiento o en evaluaciones hechas por el mismo sistema educacional, existe una gran variedad de niveles da calidad, existen colegio muy buenos, como otros muy malos, entonces esta incertidumbre no da confianza para ingresar a cualquier establecimiento, si el gobierno tomara esto en sus manos y se preocupara, mas allá de si la educación es municipal, particular, subvencionada, se preocupara porque cumplieran con los entandares da calidad, si hubiera una buena fiscalización no importaría el numero de colegios, pudiendo haber muchos y con una cantidad de alumnos adecuada.
En fin el profesor, puede hacer mucho en el aula de clases, pero hay problemas tan básicos que están en manos del gobierno, pero not touch sensitive issues are avoided and is still the same. We analyze what the teacher could do with the conditions, but a question that certainly would improve the issue of mathematics education is this Is there a proportionality between the time of hours for this course and the amount of content to teach?, Without Surely this can lead to a new analysis.
0 comments:
Post a Comment