Competencias socio-afectivas: una exigencia para el profesor contemporáneo
Unplanned innovations have stemmed fundamentally from the use of new technologies in current societies to lead to new challenges. In this environment where knowledge is an essential in economic exchanges, a reconsideration of the nature of every productive activity is demanded. The school institutio...
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UNIVERSIDAD ANTONIO NARIÑO
2012
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| Acceso en línea: | https://revistas.uan.edu.co/index.php/papeles/article/view/286 https://repositorio.uan.edu.co/handle/123456789/10784 |
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| author | Moncada Cerón, Jesús Salvador |
| author_facet | Moncada Cerón, Jesús Salvador |
| author_sort | Moncada Cerón, Jesús Salvador |
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| description | Unplanned innovations have stemmed fundamentally from the use of new technologies in current societies to lead to new challenges. In this environment where knowledge is an essential in economic exchanges, a reconsideration of the nature of every productive activity is demanded. The school institution devoted to the generation and reproduction of knowledge turns out to be affected in its education methods and in its learning processes by the models of society that are emerging. The contents of learning, its conditions and references have to be in accordance with the characteristics of social changes. In this sense, one of the principal challenges, similar to the methods of learning is located around on the coordinator of educational processes understanding how he must perform his task. The teacher acquires another way of carrying out his work if it is considered that the pupil is becoming more autonomous. He has more breadth of resources to gain access to knowledge and goes through psychosocial processes where the traditional figure of the teacher is devalued. The teacher is immersed in a dynamic of production of knowledge that demands continuous innovation and aptitude. The torrent of new knowledge demands that professionals constantly update their skills. Therefore, training and professional development have become fundamental activities for making any productive task viable. Logically, one aspect of core value consists of understanding that the teacher needs to be perceived as a professional involved in a permanent learning process. This is a question to restructuring the profile of the contemporary teacher to give him affinity with today’s school requirements. |
| format | info:eu-repo/semantics/article |
| id | repositorio.uan.edu.co-123456789-10784 |
| institution | Repositorio Digital UAN |
| language | spa |
| publishDate | 2012 |
| publisher | UNIVERSIDAD ANTONIO NARIÑO |
| record_format | dspace |
| spelling | repositorio.uan.edu.co-123456789-107842024-10-14T03:47:30Z Competencias socio-afectivas: una exigencia para el profesor contemporáneo Moncada Cerón, Jesús Salvador aprendizaje permanente aprendizaje para toda la vida aprendizaje autónomo competencias creencias docente tutor ética compromiso social permanent learning life-long learning autonomous learning competency beliefs teaching tutor ethics social commitment Unplanned innovations have stemmed fundamentally from the use of new technologies in current societies to lead to new challenges. In this environment where knowledge is an essential in economic exchanges, a reconsideration of the nature of every productive activity is demanded. The school institution devoted to the generation and reproduction of knowledge turns out to be affected in its education methods and in its learning processes by the models of society that are emerging. The contents of learning, its conditions and references have to be in accordance with the characteristics of social changes. In this sense, one of the principal challenges, similar to the methods of learning is located around on the coordinator of educational processes understanding how he must perform his task. The teacher acquires another way of carrying out his work if it is considered that the pupil is becoming more autonomous. He has more breadth of resources to gain access to knowledge and goes through psychosocial processes where the traditional figure of the teacher is devalued. The teacher is immersed in a dynamic of production of knowledge that demands continuous innovation and aptitude. The torrent of new knowledge demands that professionals constantly update their skills. Therefore, training and professional development have become fundamental activities for making any productive task viable. Logically, one aspect of core value consists of understanding that the teacher needs to be perceived as a professional involved in a permanent learning process. This is a question to restructuring the profile of the contemporary teacher to give him affinity with today’s school requirements. La transformación no planificada que protagonizan las sociedades actuales ha impuesto cambios que se han derivado fundamentalmente del uso de las nuevas tecnologías. Este ámbito que privilegia el conocimiento como factor esencial de intercambio que mueve economías exige un replanteamiento sobre la naturaleza de cada actividad productiva. La institución escolar dedicada a la generación y reproducción del conocimiento se ve afectada en sus procesos de enseñanza y aprendizaje por los modelos de sociedad que emergen. Los contenidos del aprendizaje, sus condiciones y referentes deben contextualizarse de acuerdo a las características de los cambios sociales. En este sentido, uno de los retos principales, análogos a los modos de aprender, se centra en entender cómo debe ejercer su tarea quien es el encargado de coordinar el proceso educativo. El profesor adquiere otra manera de asumir su labor si se considera que el alumno se torna más autónomo, tiene más amplitud de fuentes para acceder al conocimiento y vive procesos psicosociales en los que la figura tradicional del profesor se devalúa. El maestro se encuentra inmerso en una dinámica de producción de conocimientos que demandan innovación y capacidad de emprender que no se detiene. El vertiginoso caudal de nuevo conocimiento propicia que los profesionales actualicen constantemente sus competencias. Así, la formación y el desarrollo profesional se han convertido en actividades fundamentales si se pretende dar viabilidad a cualquier tarea productiva. Bajo esta lógica, un aspecto toral consiste en entender que el profesor necesita concebirse como un profesional en permanente proceso de aprendizaje. Se trata de reestructurar el perfil del profesor contemporáneo para hacerlo afín a los requerimientos de la escuela de hoy. 2012-08-13 2024-10-10T02:34:17Z 2024-10-10T02:34:17Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion http://purl.org/coar/resource_type/c_6501 http://purl.org/coar/version/c_970fb48d4fbd8a85 https://revistas.uan.edu.co/index.php/papeles/article/view/286 https://repositorio.uan.edu.co/handle/123456789/10784 spa https://revistas.uan.edu.co/index.php/papeles/article/view/286/235 https://creativecommons.org/licenses/by-nc-sa/4.0 http://purl.org/coar/access_right/c_abf2 application/pdf UNIVERSIDAD ANTONIO NARIÑO Papeles; Vol. 4 No. 7 (2012); 9-24 Papeles; Vol. 4 Núm. 7 (2012); 9-24 Papeles; v. 4 n. 7 (2012); 9-24 2346-0911 0123-0670 |
| spellingShingle | aprendizaje permanente aprendizaje para toda la vida aprendizaje autónomo competencias creencias docente tutor ética compromiso social permanent learning life-long learning autonomous learning competency beliefs teaching tutor ethics social commitment Moncada Cerón, Jesús Salvador Competencias socio-afectivas: una exigencia para el profesor contemporáneo |
| title | Competencias socio-afectivas: una exigencia para el profesor contemporáneo |
| title_full | Competencias socio-afectivas: una exigencia para el profesor contemporáneo |
| title_fullStr | Competencias socio-afectivas: una exigencia para el profesor contemporáneo |
| title_full_unstemmed | Competencias socio-afectivas: una exigencia para el profesor contemporáneo |
| title_short | Competencias socio-afectivas: una exigencia para el profesor contemporáneo |
| title_sort | competencias socio afectivas una exigencia para el profesor contemporaneo |
| topic | aprendizaje permanente aprendizaje para toda la vida aprendizaje autónomo competencias creencias docente tutor ética compromiso social permanent learning life-long learning autonomous learning competency beliefs teaching tutor ethics social commitment |
| url | https://revistas.uan.edu.co/index.php/papeles/article/view/286 https://repositorio.uan.edu.co/handle/123456789/10784 |
| work_keys_str_mv | AT moncadaceronjesussalvador competenciassocioafectivasunaexigenciaparaelprofesorcontemporaneo |
