This paper offers a historical and genetic answer of the educational supervision in Spain, from its origins in the 19th century to the present. The school supervision, necessary function and essential organism of a contemporary educational system, can only be explained from the socioeducational context it serves, from the great laws of education that define the educational policy of a country, to its concretion in the school culture of a educational establishment. At the same time, this paper think over historically on the construction of the profession of supervisor, from its training, the associative articulation, the link to the scientific production in pedagogy or sciences of education, publications and magazines of their associations or the body of supervisors. Finally, some of the challenges facing school inspection at the beginning of the 21st century are presented.
{"title":"La Inspección Educativa y la cultura escolar en España. Génesis, proceso constituyente y actualización de funciones","authors":"J. Díaz","doi":"10.14201/aula2019255989","DOIUrl":"https://doi.org/10.14201/aula2019255989","url":null,"abstract":"This paper offers a historical and genetic answer of the educational supervision in Spain, from its origins in the 19th century to the present. The school supervision, necessary function and essential organism of a contemporary educational system, can only be explained from the socioeducational context it serves, from the great laws of education that define the educational policy of a country, to its concretion in the school culture of a educational establishment. At the same time, this paper think over historically on the construction of the profession of supervisor, from its training, the associative articulation, the link to the scientific production in pedagogy or sciences of education, publications and magazines of their associations or the body of supervisors. Finally, some of the challenges facing school inspection at the beginning of the 21st century are presented.","PeriodicalId":29719,"journal":{"name":"Aula Orientalis","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77645732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article describes the foundations of educational supervision from a bibliographic-historical, legal, conceptual, comparative perspective and as application in other areas of knowledge of the social sciences. To clarify the meaning of supervision, it is necessary to relate it to terms that historically have maintained similar meanings: inspection, assessment and evaluation. Furthermore, there is an open debate on whether it can be considered a science with the respective academic consideration and as in other professions, there is a need to reinforce ethical behavior. The article also defines and develops what is understood by educational supervision that consists in carrying out a planned, continuous, cyclical and integral inspection of the organizational and didactic procedures of the centers and the classrooms by qualified professionals and with authority for it (supervisors). Finally, the purposes on which, today, the supervisory function must be based: Orientation and commitment to the goals of education are analyzed; the respect and pertinent support to the autonomy of the centers and the freedom of chair; the promotion of educational change; the conception of education as a public service; the promotion of school participation; the empowerment of faculty functions, prioritizing pedagogical advice for the renewal of teaching-learning aspects and improvement of school results; mediation to prevent and resolve conflicts and support the pedagogical leadership of school management.
{"title":"La supervisión educativa como función principal de la Inspección. Características y propósitos","authors":"Santiago Esteban Frades","doi":"10.14201/aula2019252758","DOIUrl":"https://doi.org/10.14201/aula2019252758","url":null,"abstract":"The article describes the foundations of educational supervision from a bibliographic-historical, legal, conceptual, comparative perspective and as application in other areas of knowledge of the social sciences. To clarify the meaning of supervision, it is necessary to relate it to terms that historically have maintained similar meanings: inspection, assessment and evaluation. Furthermore, there is an open debate on whether it can be considered a science with the respective academic consideration and as in other professions, there is a need to reinforce ethical behavior. The article also defines and develops what is understood by educational supervision that consists in carrying out a planned, continuous, cyclical and integral inspection of the organizational and didactic procedures of the centers and the classrooms by qualified professionals and with authority for it (supervisors). Finally, the purposes on which, today, the supervisory function must be based: Orientation and commitment to the goals of education are analyzed; the respect and pertinent support to the autonomy of the centers and the freedom of chair; the promotion of educational change; the conception of education as a public service; the promotion of school participation; the empowerment of faculty functions, prioritizing pedagogical advice for the renewal of teaching-learning aspects and improvement of school results; mediation to prevent and resolve conflicts and support the pedagogical leadership of school management.","PeriodicalId":29719,"journal":{"name":"Aula Orientalis","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91357893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-01DOI: 10.14201/aula201925147156
A. G. Brito
In Chile, School Inspection is known as Educational Supervision and, in general, it has the same character as other Latin American countries, except for some differences related to their roles that have been dynamic over the time; the inspectors, called Supervisors, are State officials at an intermediate level. This article gives an overview of the historical evolution of Educational Supervision in Chile since 1965 to the present. Mainly in order to the paradigm that sustains its performance in order to educational policy and, specifically, in order to their roles in the school system.
{"title":"La Inspección Escolar en Iberoamérica: el caso de Chile","authors":"A. G. Brito","doi":"10.14201/aula201925147156","DOIUrl":"https://doi.org/10.14201/aula201925147156","url":null,"abstract":"In Chile, School Inspection is known as Educational Supervision and, in general, it has the same character as other Latin American countries, except for some differences related to their roles that have been dynamic over the time; the inspectors, called Supervisors, are State officials at an intermediate level. This article gives an overview of the historical evolution of Educational Supervision in Chile since 1965 to the present. Mainly in order to the paradigm that sustains its performance in order to educational policy and, specifically, in order to their roles in the school system.","PeriodicalId":29719,"journal":{"name":"Aula Orientalis","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81561958","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-01DOI: 10.14201/aula201925209221
Agnes Iara Domingos Moraes, C. Silva
Stem from the film Si Puo Fare (2008), this paper aims to present a problematisation – with a bibliographic support and topic related documents – about the work and school education issue for people with intellectual functional diversity. The relation between work and education is a topic that passes by the history of some of the most important social movements of workers from the Industrial Revolution until current days. In Brazil, the inclusive policies focused on people with intellectual functional diversity win emphasis as of the last two decades of the xx century, when, in addition to the legal guarantee, some measures are implemented, aiming to include people with functional diversity in school education and work market. These issues are somehow interconnected.
{"title":"Dá pra fazer – problematizações acerca de aspectos da temática trabalho e educação escolar para pessoas com diversidade funcional intelectual","authors":"Agnes Iara Domingos Moraes, C. Silva","doi":"10.14201/aula201925209221","DOIUrl":"https://doi.org/10.14201/aula201925209221","url":null,"abstract":"Stem from the film Si Puo Fare (2008), this paper aims to present a problematisation – with a bibliographic support and topic related documents – about the work and school education issue for people with intellectual functional diversity. The relation between work and education is a topic that passes by the history of some of the most important social movements of workers from the Industrial Revolution until current days. In Brazil, the inclusive policies focused on people with intellectual functional diversity win emphasis as of the last two decades of the xx century, when, in addition to the legal guarantee, some measures are implemented, aiming to include people with functional diversity in school education and work market. These issues are somehow interconnected.","PeriodicalId":29719,"journal":{"name":"Aula Orientalis","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83535794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-01DOI: 10.14201/aula201925157170
Papa Mamour Diop, Eugénie Eyeang
Pedagogical inspection is a very important activity in the teacher training process. But, few studies are done on the subject. In Africa, to talk about the pedagogical inspection and the inspector of education seems to touch a myth. The pedagogical inspector escapes to the attention of many researchers from the world of education.It happens that the school in Africa has been governed for many years by strict educational standards from the bowels of the colonial system. For that reason, the figure of the controller or supervisor seems very valid, also being reflected in different bodies of inspectors. The objective of this research is to present the profile of the pedagogical inspectors, show their tasks and outline guidelines for an improvement of the quality of the teaching of languages in Africa.To investigate the roles of the pedagogical inspector, we took advantage of the theoretical models of Perez Garcia (2004) and Poggi et al. (2006) as support for the frame of reference. At the methodological level, this study is based on the crossing of several data collection instruments. The survey method mediated by the questionnaire allows to collect the representations, conceptions and practical experiences of the teachers in active about the pedagogical inspection. The results show some imbalances that have to be corrected. The benefits of this research interest both professionals and politicians. At a professional level, this analysis should allow the inspector to focus more on the pedagogical and didactic training of language teachers.
{"title":"La Inspección pedagógica en África: actualidad y potenciación para una enseñanza/aprendizaje de lenguas de calidad","authors":"Papa Mamour Diop, Eugénie Eyeang","doi":"10.14201/aula201925157170","DOIUrl":"https://doi.org/10.14201/aula201925157170","url":null,"abstract":"Pedagogical inspection is a very important activity in the teacher training process. But, few studies are done on the subject. In Africa, to talk about the pedagogical inspection and the inspector of education seems to touch a myth. The pedagogical inspector escapes to the attention of many researchers from the world of education.It happens that the school in Africa has been governed for many years by strict educational standards from the bowels of the colonial system. For that reason, the figure of the controller or supervisor seems very valid, also being reflected in different bodies of inspectors. The objective of this research is to present the profile of the pedagogical inspectors, show their tasks and outline guidelines for an improvement of the quality of the teaching of languages in Africa.To investigate the roles of the pedagogical inspector, we took advantage of the theoretical models of Perez Garcia (2004) and Poggi et al. (2006) as support for the frame of reference. At the methodological level, this study is based on the crossing of several data collection instruments. The survey method mediated by the questionnaire allows to collect the representations, conceptions and practical experiences of the teachers in active about the pedagogical inspection. The results show some imbalances that have to be corrected. The benefits of this research interest both professionals and politicians. At a professional level, this analysis should allow the inspector to focus more on the pedagogical and didactic training of language teachers.","PeriodicalId":29719,"journal":{"name":"Aula Orientalis","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90619597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-01DOI: 10.14201/aula201925171188
Carmen Romero Ureña
The article tries to collect a sample of actions that are carried out in the education inspection in three moments of the course, one day of each school term. It is written in the form of a life story because it aims to build the collective of this group of professionals that is so unknown and, at the same time, so fundamental to the education system. It is organized through three differentiated parts, the first is a brief foundation of the history of life framed in a perspective of qualitative research and through a biographical and narrative methodology; the second is the three-day account of the 2017/18 school year, which is peppered with reflections derived from the actions carried out and ends with a third part with some conclusions, the result of the daily experience of an education inspector.
{"title":"El día a día de una inspectora de Educación","authors":"Carmen Romero Ureña","doi":"10.14201/aula201925171188","DOIUrl":"https://doi.org/10.14201/aula201925171188","url":null,"abstract":"The article tries to collect a sample of actions that are carried out in the education inspection in three moments of the course, one day of each school term. It is written in the form of a life story because it aims to build the collective of this group of professionals that is so unknown and, at the same time, so fundamental to the education system. It is organized through three differentiated parts, the first is a brief foundation of the history of life framed in a perspective of qualitative research and through a biographical and narrative methodology; the second is the three-day account of the 2017/18 school year, which is peppered with reflections derived from the actions carried out and ends with a third part with some conclusions, the result of the daily experience of an education inspector.","PeriodicalId":29719,"journal":{"name":"Aula Orientalis","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86026346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-01DOI: 10.14201/aula201925129146
Francisco Javier Galicia Mangas
En el presente articulo se realiza un breve estudio de la Inspeccion de Educacion en el marco de la Union Europea. No cabe duda alguna sobre el hecho de que, en este espacio, conviven una pluralidad de sistemas y de politicas educativas, que explican, asimismo, la diversidad de modelos de Inspeccion. Asi pues, nos encontramos con paises en los que la Inspeccion es desarrollada por cuerpos funcionariales integrados en la propia Administracion; y otros en los que la supervision o inspeccion es compartida o realizada por agentes externos. A su vez, incluso en aquellos modelos o paises en los que existe una Inspeccion de Educacion, la diversidad de estructuras organizativas tambien se hace patente: modelos centralizados, aunque con estructuras territoriales diseminadas, como Francia e Italia; y modelos descentralizados, como el aleman o el britanico, en los que se concede autonomia a entes territoriales con potestad en el ambito educativo. Diversidad pues, con un elemento comun, ya que la supervision tiene un gran valor para la mejora de la calidad educativa.
{"title":"La Inspección de Educación en la Unión Europea","authors":"Francisco Javier Galicia Mangas","doi":"10.14201/aula201925129146","DOIUrl":"https://doi.org/10.14201/aula201925129146","url":null,"abstract":"En el presente articulo se realiza un breve estudio de la Inspeccion de Educacion en el marco de la Union Europea. No cabe duda alguna sobre el hecho de que, en este espacio, conviven una pluralidad de sistemas y de politicas educativas, que explican, asimismo, la diversidad de modelos de Inspeccion. Asi pues, nos encontramos con paises en los que la Inspeccion es desarrollada por cuerpos funcionariales integrados en la propia Administracion; y otros en los que la supervision o inspeccion es compartida o realizada por agentes externos. A su vez, incluso en aquellos modelos o paises en los que existe una Inspeccion de Educacion, la diversidad de estructuras organizativas tambien se hace patente: modelos centralizados, aunque con estructuras territoriales diseminadas, como Francia e Italia; y modelos descentralizados, como el aleman o el britanico, en los que se concede autonomia a entes territoriales con potestad en el ambito educativo. Diversidad pues, con un elemento comun, ya que la supervision tiene un gran valor para la mejora de la calidad educativa.","PeriodicalId":29719,"journal":{"name":"Aula Orientalis","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89022603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-01DOI: 10.14201/aula201925223239
Roselina Pérez Díaz
The purpose of this research is to analyze the attitude of teachers training university about the digital competence. It’s opt for a case study of descriptive character framed in the method of contrast of hypothesis and based on an attitude Scale Likert type applied to a representative sample. The study was conducted at the higher Institute of training teacher Salome Urena during the period 2014-2016, in the Dominican Republic, with a population of 256 teachers, of which 121 constituted study sample. The results lean toward the principal of the assumptions made, that is to say teachers presents favorable attitudes towards ict competences; it is considered that the motivation is a fundamental aspect to make such integration adequate and innovative and appreciate the effectiveness and possibilities these offer to the educational community in general.
{"title":"Percepciones actitudinales hacia la competencia digital docente del profesorado universitario formador de maestros en Rep. Dominicana","authors":"Roselina Pérez Díaz","doi":"10.14201/aula201925223239","DOIUrl":"https://doi.org/10.14201/aula201925223239","url":null,"abstract":"The purpose of this research is to analyze the attitude of teachers training university about the digital competence. It’s opt for a case study of descriptive character framed in the method of contrast of hypothesis and based on an attitude Scale Likert type applied to a representative sample. The study was conducted at the higher Institute of training teacher Salome Urena during the period 2014-2016, in the Dominican Republic, with a population of 256 teachers, of which 121 constituted study sample. The results lean toward the principal of the assumptions made, that is to say teachers presents favorable attitudes towards ict competences; it is considered that the motivation is a fundamental aspect to make such integration adequate and innovative and appreciate the effectiveness and possibilities these offer to the educational community in general.","PeriodicalId":29719,"journal":{"name":"Aula Orientalis","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85288986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-01DOI: 10.14201/aula201925105115
Alexandre Camacho Prats
In this article, we enquire on the vision about Educational Inspectorate from the school point of view. To do so, we triangulated the data provided by five groups that seem determinant in this research: on the one hand, the opinion of Primary teachers; secondly, the considerations of Elementary State School principals; third, the contributions of administration and services staff; fourth, the perceptions of student’s parents and legal guardians and, ultimately and prominently, the vision of the students themselves, as main protagonists and the true ‘raison d’etre’ of our educational system. The research, implemented in Spain during the school year 2017/2018 through interviews and the application of a questionnaire, reveals that although the assessment made by all groups about the Spanish Inspectorate is relevant, by understanding that this institution is important and has ability to influence school improvement, somehow evidences the need for the Inspection to be more in touch with school life and less with office bureaucracy.
{"title":"La Inspección Educativa vista desde la escuela","authors":"Alexandre Camacho Prats","doi":"10.14201/aula201925105115","DOIUrl":"https://doi.org/10.14201/aula201925105115","url":null,"abstract":"In this article, we enquire on the vision about Educational Inspectorate from the school point of view. To do so, we triangulated the data provided by five groups that seem determinant in this research: on the one hand, the opinion of Primary teachers; secondly, the considerations of Elementary State School principals; third, the contributions of administration and services staff; fourth, the perceptions of student’s parents and legal guardians and, ultimately and prominently, the vision of the students themselves, as main protagonists and the true ‘raison d’etre’ of our educational system. The research, implemented in Spain during the school year 2017/2018 through interviews and the application of a questionnaire, reveals that although the assessment made by all groups about the Spanish Inspectorate is relevant, by understanding that this institution is important and has ability to influence school improvement, somehow evidences the need for the Inspection to be more in touch with school life and less with office bureaucracy.","PeriodicalId":29719,"journal":{"name":"Aula Orientalis","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84511769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：