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dc.contributor.advisorFernández Fernández, Idoia Begoña
dc.contributor.authorAmenabarro Iraola, Esti
dc.contributor.otherTeoría e Historia de la Educación;;Hezkuntzaren Teoria eta Historiaes
dc.date.accessioned2016-06-06T09:00:09Z
dc.date.available2016-06-06T09:00:09Z
dc.date.issued2016-06-06
dc.date.submitted2012
dc.identifier.urihttp://hdl.handle.net/10810/18351
dc.description.abstract[EU]XX. mendearen azken bi hamarkadetatik hona jendartean gertatu diren aldaketek, Lanbide Heziketaren (lan merkatura bideratzeko langileen prestakuntza oinarri duen heziketaren epe gisara ulertuta) planteamendua birpentsatu beharra ekarri dute. Dinamikoa eta aldakorra den jendarte honetan, Lanbide Heziketari bere hezkuntza jardueraren gaineko gogoeta egin beharra suertatu zaio, eta baita zer eta nola irakatsi lanbidea garatzea helburu duten ikasleei bezalako galderei erantzuna eman ere. Ingurumari honetan konpetentzia kontzeptua eta haren inguruko esperientziak eta metodoak garatu dira hala nazioartean nola Euskal Herrian. Master Bukaerako lan honetan Lanbide Heziketan aurrera eraman den irakasleen etengabeko prestakuntza programa baten azterketa egin dugu. Horretarako, berrikuntza eta kalitatea sustatzeko zeregina duen Tknika zentroak zuzendu eta gidatutako Ikaskuntza Agertoki Berriak prestakuntza programan parte hartu duen Tolosaldeko Lanbide Institutua aukeratu dugu, kasu azterketaren ikuspegia erabiliz. Azken xedea, laburki, irakasleei konpetentzietan oinarritutako ikaskuntza aukera didaktikoak eskaini eta haiei buruzko gogoeta egitea da, gero praktikara eraman ditzaten. Gure ikerlanaren helburua, berriz, programa horren asmoak praktikan nola ebazten eta gauzatzen diren ikustea da, prozesuan engaiatuta dauden pertsonen bizipenetatik abiatuta. Hurbilketa kualitatibo eta interpretatibo honetatik lau irakasle elkarrizketatu ditugu eta haien igurikapen, kezka eta bestelakoak jasotzen saiatu gara. Ondorio nagusienak, honakoak: (i) konpetentzien bidezko irakaskuntza-ikaskuntzaren potentziala oso nabarmena dela ikusten dutela elkarrizketatuek, (ii) gogo eta motibazio handia dutela, (iii), ikastetxean, euren egunerokoan, zailtasun eta oztopo andana topatzen dutela, (iv) zailtasunak kasu batzuetan metodologia berari dagozkion arren beste askotan ikasleak eurek ez dutela aldaketarako borondate handirik atzematen da.es
dc.description.abstract[EN]The lifestyle change of the people from the nineteenth century to today has meant having to change the approach to vocational training (understood as a training period that is based on the labor market oriented professional training). In this dynamic and changing society, vocational training has had to reflect on the educational activity, and decide on the content and method of teaching students whose objective focuses in developing the profession. In this context, the international arena and the Basque Country have developed the concept of competence and the related experience and methods. In this final Master’s degree work, we have studied a training program that has been conducted in the area of vocational training. For this purpose, we have selected the institute Lanbide in the region of Tolosa, which has taken part in the training program Ikaskuntza Agertoki Berriak, led by the center Tknika (responsible for promoting innovation and quality). In short, the ultimate goal is to provide students with educational learning opportunities and reflect on them, so they can implement them. The aim of our study is to see how to resolve and materialize the objectives of the program, based on the experiences of the people who take part in the process. From the qualitative and interpretive approach, we interviewed four teachers, and we have taken note of their expectations, concerns, and others. The main conclusions are the following: (i) the respondents believe that the teaching-learning potential based in competences is outstanding, (ii) they have great enthusiasm and motivation, (iii) in their daily academic activities they encounter many difficulties and obstacles, (iv) although in some cases these difficulties are due to the methodology itself, many times it is observed that the students did not show a willingness to change.es
dc.language.isoeuses
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.subjectprestakuntzaes
dc.subjectmetodologia berriakes
dc.subjectlanbide heziketaes
dc.subjectkonpetentziaes
dc.subjecttraininges
dc.subjectnew methodologyes
dc.subjectvocational traininges
dc.subjectcompetencees
dc.titleLanbide heziketako irakasleen prestakuntza konpetentziak garatzeko metodologietan: Ikaskuntza Agertoki Berriak esperientziaren azterketaes
dc.typeinfo:eu-repo/semantics/masterThesises


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