Cuestiones psicológicas de la preparación de los docentes para las innovaciones pedagógicas

Autores/as

DOI:

https://doi.org/10.17162/au.v13i1.1327

Palabras clave:

Educación, docencia, pedagogia, psicología, motivación.

Resumen

En el presente estudio se analizó la actitud de los docentes de diferentes especialidades ante las innovaciones en base a diferentes metodologías. Aquí, 48 profesores participaron en la investigación. Durante esta se determinó que la actividad de innovación pedagógica de los docentes se caracteriza por la determinación, la actividad, la conciencia, la motivación, la objetividad, la productividad, el efecto transformador y la preparación psicológica, lo cual se manifiesta en cuatro aspectos: componente motivacional, componente creativo, componente operative y componente de personalidad. El análisis cuantitativo y cualitativo mostró que el componente motivacional y de contenido de los docentes (r=0.36**, ​​p<0.001 nivel), componente forma (r=0.33*, p<0.05 nivel), componente preparación psicológica (r=0.42** , p<0,001 nivel), y el componente de practicidad (r=0,68**, p<0,001 nivel) tienen una relación significativa bilateral. Asimismo, existe una relación entre el componente operativo y el componente de contenido (r=0,22*, al nivel p<0,05) y con el componente de practicidad (r=0,44**, al nivel p<0,001). Al hacer esto, se puede llegar a la conclusión de que los elementos principales de la preparación psicológica para las innovaciones pedagógicas son la motivación, la creatividad y las cualidades de la personalidad. Por ende, la preparación personal comienza con la formación de valores innovadores en la estructura de la personalidad. 

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Publicado

2022-12-02

Cómo citar

Mustafa, S. ., Shirzad, A. ., & Mahammad, L. . (2022). Cuestiones psicológicas de la preparación de los docentes para las innovaciones pedagógicas. Apuntes Universitarios, 13(1), 260–276. https://doi.org/10.17162/au.v13i1.1327