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Schools and meaning: understanding based on teacher accounts and in the light of Frankl’s principles.

This paper exposes the axes that led the research “Schools and meaning: understanding based on teacher accounts and in the light of Frankl’s principles”. The objective is to communicate the understanding of descriptions that teachers build  around how the goals of education are consolidated during t...

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Autores Principales: Duque Cruz, Óscar Yamith, Ramírez Aristizábal, Fidel Mauricio
Formato: Artículo (Article)
Lenguaje:Español (Spanish)
Publicado: Universidad Santo Tomás, Bogotá, Colombia 2012
Materias:
School and meaning
teaching activities
intentions of education
teacher accounts
methodology
Acceso en línea:http://hdl.handle.net/11634/26359
id ir-11634-26359
recordtype dspace
spelling ir-11634-263592020-06-16T22:40:47Z Schools and meaning: understanding based on teacher accounts and in the light of Frankl’s principles. La escuela frente al Sentido: una comprensión a partir de las narrativas docentes y a la luz de los principios franklianos Duque Cruz, Óscar Yamith Ramírez Aristizábal, Fidel Mauricio School and meaning teaching activities intentions of education teacher accounts methodology This paper exposes the axes that led the research “Schools and meaning: understanding based on teacher accounts and in the light of Frankl’s principles”. The objective is to communicate the understanding of descriptions that teachers build  around how the goals of education are consolidated during their activities in order to establish the position of schools regarding meaning.The methodology strategy is based on a qualitative focus with a narrative approach. Therefore, the interviews that provoked the accounts by the teachers, and based on the objectives of the research, were developed around the topics of training, understanding of job-related activities and the description of their pedagogical methodologies. The intention was to understand how teachers successfully reach the goals of education through their performance. The results of the interview were confronted against a matrix to establish significant and common indicators to be compared with the theory of meaning developed by Victor Frankl.One of the most relevant conclusionsis that in spite of teachers acknowledging well-rounded education as the goal of their activities, such activities are oriented to the transferring of the knowledge of their area of expertise, without taking into account that they are professionals in education. This, in most cases, has led them to a standstill in their academic activities and to considering education trainingas unnecessary. Este artículo presenta los ejes sobre los que se desarrolló la investigación “La escuela frente al Sentido: una comprensión a partir de las narrativas docentes y a la luz de los principios franklianos”. Tiene por objeto dar cuenta de la comprensión de las narrativas que los docentes construyen acerca de la manera como se concretan los fines de la educación en su quehacer, para establecer el estado de la escuela frente al Sentido. La estrategia metodológica se inscribe dentro de un enfoque cualitativo, para lo cual se adoptó el diseño narrativo. Por lo anterior, la entrevista con que se suscitarían las narraciones de los docentes, a partir de los objetivos de la investigación, se desarrolló con la utilización de focos de conversación: formación, comprensión de su quehacer y descripción de sus prácticas pedagógicas. La pretensión fue la comprensión que tienen los docentes de la manera como en su quehacer se concretan los fines de la educación. Estos se confrontaron a través de una matriz, con el fin de establecer los indicadores significativos y comunes para posteriormente compararlos con la teoría de Sentido desarrollada por Victor Frankl. Una de las conclusiones más relevantes es que a pesar de que los docentes reconocen la formación integral como _n de su quehacer educativo, sus prácticas están dirigidas a la transmisión de los conocimientos de su área disciplinar; se ven como profesionales de las áreas de su disciplina y no como profesionales de la educación. Este hecho, en la mayoría de los casos, los ha llevado a sentirse estancados en su desarrollo profesional y a considerar como innecesaria la formación pedagógica. 2012-01-31 2020-06-16T22:40:47Z 2020-06-16T22:40:47Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares https://revistas.usantotomas.edu.co/index.php/activos/article/view/1604 10.15332/s0124-5805.2012.0018.05 http://hdl.handle.net/11634/26359 spa https://revistas.usantotomas.edu.co/index.php/activos/article/view/1604/1757 Derechos de autor 2015 Activos application/pdf Universidad Santo Tomás, Bogotá, Colombia Activos; Vol. 10 No. 18 (2012); 99-128 Revista Activos; Vol. 10 Núm. 18 (2012); 99-128 2500-5278 0124-5805
institution Universidad Santo Tomas
collection DSpace
language Español (Spanish)
topic School and meaning
teaching activities
intentions of education
teacher accounts
methodology
spellingShingle School and meaning
teaching activities
intentions of education
teacher accounts
methodology
Duque Cruz, Óscar Yamith
Ramírez Aristizábal, Fidel Mauricio
Schools and meaning: understanding based on teacher accounts and in the light of Frankl’s principles.
description This paper exposes the axes that led the research “Schools and meaning: understanding based on teacher accounts and in the light of Frankl’s principles”. The objective is to communicate the understanding of descriptions that teachers build  around how the goals of education are consolidated during their activities in order to establish the position of schools regarding meaning.The methodology strategy is based on a qualitative focus with a narrative approach. Therefore, the interviews that provoked the accounts by the teachers, and based on the objectives of the research, were developed around the topics of training, understanding of job-related activities and the description of their pedagogical methodologies. The intention was to understand how teachers successfully reach the goals of education through their performance. The results of the interview were confronted against a matrix to establish significant and common indicators to be compared with the theory of meaning developed by Victor Frankl.One of the most relevant conclusionsis that in spite of teachers acknowledging well-rounded education as the goal of their activities, such activities are oriented to the transferring of the knowledge of their area of expertise, without taking into account that they are professionals in education. This, in most cases, has led them to a standstill in their academic activities and to considering education trainingas unnecessary.
format Artículo (Article)
author Duque Cruz, Óscar Yamith
Ramírez Aristizábal, Fidel Mauricio
author_facet Duque Cruz, Óscar Yamith
Ramírez Aristizábal, Fidel Mauricio
author_sort Duque Cruz, Óscar Yamith
title Schools and meaning: understanding based on teacher accounts and in the light of Frankl’s principles.
title_short Schools and meaning: understanding based on teacher accounts and in the light of Frankl’s principles.
title_full Schools and meaning: understanding based on teacher accounts and in the light of Frankl’s principles.
title_fullStr Schools and meaning: understanding based on teacher accounts and in the light of Frankl’s principles.
title_full_unstemmed Schools and meaning: understanding based on teacher accounts and in the light of Frankl’s principles.
title_sort schools and meaning: understanding based on teacher accounts and in the light of frankl’s principles.
publisher Universidad Santo Tomás, Bogotá, Colombia
publishDate 2012
url http://hdl.handle.net/11634/26359
_version_ 1712106000417292288
score 12,111491

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