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SISTEMA TEÓRICO CONCEPTUAL PARA TEORIZAR, DIAGNOSTICAR E INTERVENIR EL CRECIMIENTO PERSONAL DEL PSICOPEDAGOGO EN FORMACIÓN INICIAL
Get PDFEl artículo explicita una contribución teórica a las ciencias pedagógicas, a partir del despliegue de un sistema teórico conceptual de crecimiento personal del psicopedagogo en formación inicial. La contribución teórica resuelve la necesidad de formar inicialmente un psicopedagogo que cumpla los roles de docente, investigador, asesor y orientador educativo. A su vez que logre conocer, hacer, ser, convivir y transformar, a partir de la formación y desarrollo de cualidades personales y profesionales que permitan enfrentar los nuevos cambios, retos y transformaciones que exige el presente siglo. Por lo que, el objetivo del artículo se direcciona en la elaboración de un sistema teórico conceptual de crecimiento personal desde una perspectiva sociopsicoeducativa que revele la lógica de su aprehensión, configuración, expresión y desarrollo. La metodología utilizada se sustentó en el materialismo dialéctico y concibió el paradigma mixto. En este sentido se utilizaron métodos del nivel teórico (histórico y lógico, inducción y deducción, análisis y síntesis, modelación y método sistémico estructural funcional) y métodos del nivel empírico (observación, entrevista y test). Se concluye que la propuesta es factible para sustentar contribuciones prácticas dirigidas al favorecimiento del crecimiento personal en las dimensiones: social comportamental, psicológica autorreferencial y pedagógica profesional durante la formación inicial de psicopedagogos.The article makes explicit a theoretical contribution to the pedagogical sciences, from the deployment of a theory-based framework in the personal growth of the educational psychologist in initial training. The theoretical contribution remarks the need to initially train a psychopedagogist who fulfills the roles of a teacher, researcher, advisor, and educational counselor. At the same time, he/she should be able to know, do, be, live and transform from the formation and development of personal and professional qualities that allow them to face the new changes, challenges, and transformations demanded by the present century. Therefore, the article\u27s objective is to present a theory-based framework of personal growth from a socio-psycho-educational perspective that reveals the grounds of its apprehension, configuration, expression, and development. The methodology used was based on dialectical materialism and adopted a the mixed paradigm. In this sense, methods of the theoretical level (historical and logical, induction and deduction, analysis and synthesis, modeling and functional, structural, systemic method) and methods of the practical level (observation, interview, and test) were used. The proposal is feasible to support practical contributions aimed at favoring personal growth in the following dimensions: social-behavioral, self-referential psychological, and professional-pedagogical during the initial training of psychopedagogists.
Sistema teórico conceptual para teorizar, diagnosticar e intervenir el crecimiento personal del psicopedagogo en formación inicial
No full textABSTRACT The article makes explicit a theoretical contribution to the pedagogical sciences, from the deployment of a theory-based framework in the personal growth of the educational psychologist in initial training. The theoretical contribution remarks the need to initially train a psychopedagogist who fulfills the roles of a teacher, researcher, advisor, and educational counselor. At the same time, he/she should be able to know, do, be, live and transform from the formation and development of personal and professional qualities that allow them to face the new changes, challenges, and transformations demanded by the present century. Therefore, the article's objective is to present a theory-based framework of personal growth from a socio-psycho-educational perspective that reveals the grounds of its apprehension, configuration, expression, and development. The methodology used was based on dialectical materialism and adopted a the mixed paradigm. In this sense, methods of the theoretical level (historical and logical, induction and deduction, analysis and synthesis, modeling and functional, structural, systemic method) and methods of the practical level (observation, interview, and test) were used. The proposal is feasible to support practical contributions aimed at favoring personal growth in the following dimensions: social-behavioral, self-referential psychological, and professional-pedagogical during the initial training of psychopedagogists.RESUMEN El artículo explicita una contribución teórica a las ciencias pedagógicas, a partir del despliegue de un sistema teórico conceptual de crecimiento personal del psicopedagogo en formación inicial. La contribución teórica resuelve la necesidad de formar inicialmente un psicopedagogo que cumpla los roles de docente, investigador, asesor y orientador educativo. A su vez que logre conocer, hacer, ser, convivir y transformar, a partir de la formación y desarrollo de cualidades personales y profesionales que permitan enfrentar los nuevos cambios, retos y transformaciones que exige el presente siglo. Por lo que, el objetivo del artículo se direcciona en la elaboración de un sistema teórico conceptual de crecimiento personal desde una perspectiva sociopsicoeducativa que revele la lógica de su aprehensión, configuración, expresión y desarrollo. La metodología utilizada se sustentó en el materialismo dialéctico y concibió el paradigma mixto. En este sentido se utilizaron métodos del nivel teórico (histórico y lógico, inducción y deducción, análisis y síntesis, modelación y método sistémico estructural funcional) y métodos del nivel empírico (observación, entrevista y test). Se concluye que la propuesta es factible para sustentar contribuciones prácticas dirigidas al favorecimiento del crecimiento personal en las dimensiones: social comportamental, psicológica autorreferencial y pedagógica profesional durante la formación inicial de psicopedagogos
Crecimiento personal. Acercamiento dialéctico materialista e histórico cultural para su comprensión teórica, conceptual, metodológica y práctica
Get PDFEl artículo constituye resultado teórico-metodológico de investigación en contextos formativos y cúmulo de experiencias en la práctica como resultado del proyecto científico en la Universidad de Las Tunas: “Atención de calidad a niños, adolescentes y jóvenes”. El acercamiento teórico, conceptual, metodológico y práctico al crecimiento personal como expresión del desarrollo integral de la personalidad en estas etapas del desarrollo ha constituido una de las principales premisas de indagación científica. El abordaje y comprensión desde la dialéctica ha posibilitado abordar y asumir posiciones en el orden científico filosófico, psicológico, pedagógico y sociológico, con una visión histórico-cultural, en respuesta a la temática en cuestión, que, aunque constantemente tratada, se disemina en posiciones, teorías y modelos, sin un consenso y criterio común en la comunidad científica. A su vez que la práctica muestra insuficiencias que han conllevado a la realización de investigaciones en contextos formativos en cuanto a: bajo enriquecimiento en los contenidos psicológicos de la personalidad, dificultades para relacionarse adecuadamente consigo mismo e interrelacionarse positivamente con los otros. Baja respuesta en la relación activa con el medio y problemas para el desarrollo de la creatividad, el talento y la inteligencia. De ahí que el objetivo esté direccionado al tratamiento teórico-metodológico del crecimiento personal como expresión del desarrollo integral de la personalidad. Se utilizaron métodos del nivel teórico: sistematización teórica, histórico-lógico, sistémico estructural funcional y del nivel empírico: observación, entrevista, criterio de experto, análisis del producto de la actividad.
PALABRAS CLAVE: individuo; personalidad; crecimiento personal; realidad histórica-cultural; contexto sociohistórico.
Personal growth. Dialectical materialist and cultural historical approach for its theoretical, conceptual, methodological, and practical understanding
ABSTRACT
The article constitutes theoretic result methodologic of investigation in formative contexts and accumulation of experiences in practice because of the scientific project at the University of Las Tunas: “Attention of quality to children, teens and young people”. The theoretic, conceptual approach, methodologic and the pilot to the personal growth like integral expression of the development of the personality in these stages of development has constituted a one belonging to the principal premises of scientific investigation. The boarding and understanding from dialectics have made possible going on board and assuming positions in the scientific philosophical, psychological, pedagogical and sociological order with a historic cultural vision in response to the subject matter in point, then, although constantly treated, it spreads at positions, theories and models, without a consent and common opinion in the scientific community. In turn that practice evidence insufficiencies that have borne the realization of investigations in formative contexts in as much as to: Low enrichment in the psychological contents of the personality, difficulties to relate to each other adequately with oneself and to interrelate m positively with the other ones. Reduce answer in the active relation with the midway and developmental problems of creativity, the talent and the intelligence. So that the objective be directed to the theoretic treatment methodologic of the personal growth like integral expression of the development of the personality. They utilized methods of the theoretic level: Theoretic systematization, historic logician, systemic structural functional and of the empiric level: Observation, interview, expert's opinion, analysis of the product of the activity.
KEYWORDS: individual; personality; personal growth; historic cultural reality; social historic context
Programa de intervención sociopsicoeducativo para el crecimiento personal del psicopedagogo en formación inicial. Resultados experimentales
Get PDFAt present, the sciences of education demand practical proposals based on theories that favor the training of the new generations so that they can face the demands of the present century. From the above assertion, the paper presents the research results in response to the following objective: to apply a socio-psycho-educational intervention program to favor the personal growth of the psych pedagogist in initial training. The method used was the formative pedagogical experiment, which made the diagnosis, application, and evaluation of the practical proposal feasible. The results show a personal growth of the psych pedagogist in initial training from the development of theoretical-methodological resources, psychological resources, and socio-professional resources. On the other hand, the relevance of the socio-psycho-educational intervention program was evidenced as a valid, original, and revealing way of hitherto unexplained relationships to favor the personal growth of the psych pedagogist in initial training.En la actualidad, las ciencias de la educación demandan de propuestas prácticas sustentadas en teorías, que favorezcan a la formación de las nuevas generaciones para que estas logren enfrentar las exigencias que depara el presente siglo. Desde la aseveración antes planteada, el trabajo expone los resultados de investigación en respuesta al siguiente objetivo: aplicar un programa de intervención socio psicoeducativo para favorecer el crecimiento personal del psicopedagogo en formación inicial. Se utilizó como método: el experimento pedagógico formativo; quien viabilizó el diagnóstico, la aplicación y la evaluación de la propuesta práctica. Los resultados muestran un crecimiento personal del psicopedagogo en formación inicial a partir del desarrollo de los recursos teóricos-metodológicos, los recursos psicológicos y los recursos socio profesionales. Por otra parte, se evidenció la pertinencia del programa de intervención socio psicoeducativo como vía válida, original y reveladora de relaciones hasta ahora no explicitadas para favorecer el crecimiento personal del psicopedagogo formación inicial
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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