Análisis de la estructura metodológica de las guías docentes de las facultades de Ciencias de la Educación de España
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2024
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Ediciones Complutense
Universidad Complutense de Madrid, Departamento de Teoría e Historia de la Educación
Universidad Complutense de Madrid, Departamento de Teoría e Historia de la Educación
Resumen
La incorporación de la Universidad Española al Espacio Europeo de Educación supuso la aceleración de un modelo educativo promotor de nuevos marcos pedagógicos. La guía docente (GD) supone un género discursivo donde poder observar dicho fenómeno. Así, este estudio tiene como objetivo analizar las GD de las Facultades de Ciencias de la Educación de España del curso 2022-2023 haciendo hincapié en la estructura metodológica. Se utilizó un diseño con enfoque cuantitativo y alcance descriptivo a partir del análisis de las 1066 GD. Todo ello, a través de la identificación de palabras clave y frases semánticas derivadas de la consolidación de las categorías de análisis. Los resultados reflejan una preponderancia de los modelos organizativos de aula teórico-prácticos frente a los exclusivamente teóricos. Se rescatan una multiplicidad de enfoques y metodologías de carácter activo a pesar de que, las técnicas didácticas no parecen conllevar un continuum de los anteriores. Junto a esto, se observa una preponderancia de los recursos impresos y audiovisuales frente a los digitales o manipulativos. De igual modo, parecen presentes las actividades más convencionales de lectura, escritura y presentaciones orales. Atendiendo a la variable grados académicos, se observa que los grados de Infantil y Primaria tienen resultados similares mostrando tendencias diferenciadas en los grados de Educación Social y Pedagogía. Con relación a la variable comunidad autónoma, Andalucía, Comunidad Valenciana y Castilla y León tienen una gran diversificación de disposiciones didácticas, a diferencia de lo que ocurre con Aragón, La Rioja, Extremadura y Asturias. La investigación evidencia que las GD no indican un continuum que permita establecer cohesión entre los enfoques, los métodos, así como las técnicas, recursos y actividades que se despliegan. Además, en algunos casos se refleja una distorsión taxonómica entre categorías como enfoques, metodologías y técnicas.
The incorporation of the Spanish University into the European Education Area has led to the acceleration of an educational model that promotes new pedagogical frameworks. The teaching guide (TG) is a discursive genre where this phenomenon can be observed. Thus, the aim of this study is to analyze the TG of the Faculties of Educational Sciences in Spain in the academic year 2022-2023, emphasizing the methodological structure. A quantitative design with descriptive scope was used based on the analysis of the 1066 TG. All this, through the identification of key words and semantic phrases derived from the consolidation of the analysis categories. The results reflect a preponderance of theoretical-practical classroom organizational models as opposed to exclusively theoretical ones. A multiplicity of approaches and methodologies of active character are rescued in spite of the fact that didactic techniques do not seem to entail a continuum of the previous ones. In addition, there is a preponderance of printed and audiovisual resources as opposed to digital or manipulative ones. Similarly, the more conventional activities of reading, writing and oral presentations seem to be present. Regarding the variable academic degrees, it can be observed that those of Pre-school and Primary School degrees have similar results, showing differentiated tendencies to Social Education and Pedagogy degrees. With regard to the variable autonomous community, Andalusia, the Valencian Community and Castile and Leon have a great diversification of didactic dispositions, in contrast to Aragon, La Rioja, Extremadura and Asturias. The research shows that the TGs do not indicate a continuum that allows establishing cohesion between approaches, methods, as well as techniques, resources and activities that are deployed. Moreover, in some cases there is a taxonomic distortion between categories such as approaches, methodologies and techniques.
The incorporation of the Spanish University into the European Education Area has led to the acceleration of an educational model that promotes new pedagogical frameworks. The teaching guide (TG) is a discursive genre where this phenomenon can be observed. Thus, the aim of this study is to analyze the TG of the Faculties of Educational Sciences in Spain in the academic year 2022-2023, emphasizing the methodological structure. A quantitative design with descriptive scope was used based on the analysis of the 1066 TG. All this, through the identification of key words and semantic phrases derived from the consolidation of the analysis categories. The results reflect a preponderance of theoretical-practical classroom organizational models as opposed to exclusively theoretical ones. A multiplicity of approaches and methodologies of active character are rescued in spite of the fact that didactic techniques do not seem to entail a continuum of the previous ones. In addition, there is a preponderance of printed and audiovisual resources as opposed to digital or manipulative ones. Similarly, the more conventional activities of reading, writing and oral presentations seem to be present. Regarding the variable academic degrees, it can be observed that those of Pre-school and Primary School degrees have similar results, showing differentiated tendencies to Social Education and Pedagogy degrees. With regard to the variable autonomous community, Andalusia, the Valencian Community and Castile and Leon have a great diversification of didactic dispositions, in contrast to Aragon, La Rioja, Extremadura and Asturias. The research shows that the TGs do not indicate a continuum that allows establishing cohesion between approaches, methods, as well as techniques, resources and activities that are deployed. Moreover, in some cases there is a taxonomic distortion between categories such as approaches, methodologies and techniques.
Palabras clave
Guía docente
Facultad de Educación
Estructura metodológica
Educación superior
Prácticas metodológicas
Teaching guides
Faculty of Education
Methodological structure
Higher education
Methodological practices
Facultad de Educación
Estructura metodológica
Educación superior
Prácticas metodológicas
Teaching guides
Faculty of Education
Methodological structure
Higher education
Methodological practices
Descripción
Materias
Cita
Velasco Luzuriaga, E., Paños Castro, J., & Lillo Fuentes, F. G. (2024). Análisis de la estructura metodológica de las guías docentes de las facultades de Ciencias de la Educación de España. Revista complutense de educación, 35(3), 497-513. https://doi.org/10.5209/RCED.85901