| Revue: | Horizonte pedagógico (La Habana) |
| Base de datos: | |
| Número de sistema: | 000568317 |
| ISSN: | 2310-3648 |
| Autores: | Sardina Hernández, Eslaidy1 |
| Instituciones: | 1Escuela Especial Solidaridad con Namibia. Carretera El Morao. Km 1. La Lisa. La Habana. https://orcid.org/0000-0003-4001-7985, |
| Año: | 2023 |
| Volumen: | 12 |
| Número: | 1 |
| Paginación: | 40-48 |
| País: | Cuba |
| Idioma: | Español |
| Resumen en inglés | The present work arises from the need for professionalization of the teacher for the socio-educational inclusion of students with conduct disorder, for which the objective of the research is to propose a professionalization strategy for teachers in the socio-educational inclusion of students with conduct disorder. of the conduct Which is made up of the general objective, the key directions of work and the stages or phases for its development. Theoretical-methodological foundations were consulted when studying the subject in various authors, based on the general dialectical-materialist method, which allowed him to systematize and propose the professionalization strategy. The treatment of the problem starts from the analysis of the theoretical and methodological foundations of professionalization from the Theory of Advanced Education, socio-educational inclusion and the education of students with affective-behavioral disorders in Cuba. For this, under the dialectical materialist approach, research methods of the theoretical, empirical and mathematical level were used. The elaboration of this professionalization strategy proposal makes it possible to take advantage of the human, technical and methodological resources from the labor scenarios, based on the detection, follow-up, treatment and intervention of the professionalization needs of teachers for the fulfillment of the institutional mission and professional and human improvement |
| Resumen en español | El presente trabajo surge por la necesidad de profesionalización del docente para la inclusión socioeducativa de los educandos con trastorno de la conducta, por lo que se traza como objetivo de la investigación proponer una estrategia de profesionalización para los docentes en la inclusión socioeducativa de educandos con trastorno de la conducta. La cual esta conformada por el objetivo general, las direcciones claves de trabajo y las etapas o fases para su desarrollo. Se consultaron fundamentos teórico-metodológicos al estudiar el tema en diversos autores, basados en el método general dialéctico-materialista lo que le permitió sistematizar y proponer la estrategia de profesionalización. El tratamiento al problema parte del análisis de los fundamentos teóricos y metodológicos de la profesionalización desde la Teoría de la Educación Avanzada, la inclusión socioeducativa y la educación de los educandos con alteraciones afectivo- conductuales en Cuba. Para ello bajo el enfoque dialéctico materialista se utilizaron métodos de investigación del nivel teórico, empírico y matemático. La elaboración de esta propuesta de estrategia de profesionalización posibilita aprovechar los recursos humanos, técnicos y metodológicos desde los escenarios laborales, en función de la detección, seguimiento, tratamiento e intervención de las necesidades de profesionalización en los docentes para el cumplimiento de la misión institucional y el mejoramiento profesional y humano.Abstract:The present work arises from the need for professionalization of the teacher for the socio-educational inclusion of students with conduct disorder, for which the objective of the research is to propose a professionalization strategy for teachers in the socio-educational inclusion of students with conduct disorder. of the conduct Which is made up of the general objective, the key directions of work and the stages or phases for its development. Theoretical-methodological foundations were consulted when studying the subject in various authors, based on the general dialectical-materialist method, which allowed him to systematize and propose the professionalization strategy. The treatment of the problem starts from the analysis of the theoretical and methodological foundations of professionalization from the Theory of Advanced Education, socio-educational inclusion and the education of students with affective-behavioral disorders in Cuba. For this, under the dialectical materialist approach, research methods of the theoretical, empirical and mathematical level were used. The elaboration of this professionalization strategy proposal makes it possible to take advantage of the human, technical and methodological resources from the labor scenarios, based on the detection, follow-up, treatment and intervention of the professionalization needs of teachers for the fulfillment of the institutional mission and professional and human improvement. Keywords: Professionalization of the teacher, socio-educational inclusion l, behavior dysfunction |
| Palabras clave: | Profesionalización del docente, inclusión socioeducativa, trastorno de conducta |
| Keyword: | Professionalization of the teacher, behavior dysfunction, educational inclusion |
| Texte intégral: | Texto completo (Ver PDF) Texto completo (Ver HTML) |
