Evaluación del proceso de capacitación a docentes de Kinesiología en el marco del rediseño curricular.

espanolIntroduccion: El nuevo modelo curricular, orientado a las competencias, ha sido implementado en diversas instituciones de Educacion Superior. El problema que ha surgido, es que los docentes universitarios carecen de capacitacion para aplicar en el aula lo que el modelo solicita. Por lo tanto, se hace necesario desarrollar instancias que propendan a la mejora de la practica educativa en el aula y en la clinica, a traves de capacitaciones y acompanamiento continuo. Al respecto, se hace fundamental la evaluacion del impacto que tienen dichas capacitaciones en el contexto educativo. Objetivos: Implementar un modelo de acompanamiento docente para la puesta en marcha de la nueva malla curricular de la carrera de Kinesiologia de la Universidad de Concepcion. Material y Metodo: Investigacion mixta. En la fase cualitativa se utilizo un enfoque de investigacion-accion. Se utilizaron cuatro instrumentos para recoleccion de datos, previo consentimiento informado: entrevista semiestructurada, observacion en aula, notas de campo y encuesta de satisfaccion. Los participantes fueron 20 docentes de la carrera de Kinesiologia. Se desarrollaron capsulas educativas, de 30 minutos cada una, que abordaron tematicas de interes de los participantes, asociado a acompanamiento docente en el aula y la clinica. En la fase cuantitativa se utilizo un diseno no experimental, de corte transversal y con alcance descriptivo. Se diseno un cuestionario de satisfaccion de tipo Likert, validado por juicio de expertos. Resultados: Posterior a la primera capacitacion, se obtuvieron 187 codigos conceptuales, conformando 2 categorias predominantes relacionadas con la planificacion de una clase y el tipo de interaccion docente-estudiante. Dentro de la primera categoria, se evidenciaron 33 codigos referidos a la estructura, gestion educativa, recursos didacticos y personales del docente. En la segunda categoria, se obtuvieron 59 codigos referidos al tipo de intercambio simple, complejo o incluso al tipo de pregunta activadora realizada. Conclusiones: La capsula educativa, como recurso de capacitacion, podria facilitar la transferencia de competencias docentes al contexto educativo tanto clinico como de aula. Sin embargo, es fundamental generar espacios de acompanamiento que propicien la practica reflexiva. EnglishIntroduction: New competence based curricular models have been implemented in several high education institutions. The difficulty is the teachers’ lack of training to apply in the classroom and the clinic what models request. Framed under this new competence based curricular model, teachers need to develop teaching training moments to improve educative practice in the classroom and in the clinic through training sessions and continuous support. Regarding this point, it becomes critical to assess the impact that the training sessions, as educational capsules, have in the educational context. Objectives: To implement a teacher’s training model for the new curriculum of the physiotherapy Program at the University of Concepcion. Material and Method: Mixed research. In the qualitative research phase the research-action approach was applied. Four instruments for data collection, prior informed consent, were used: semi-structured interviews, classroom observation, field notes and a satisfaction survey. Twenty physical therapist teachers participated in the study. Educative capsules, of 30 minutes each, were designed according to teacher’s interests and associated to teaching support in classroom and clinical contexts. In the quantitative phase, a non-experimental, cross-sectional design with descriptive scope was used. Likert satisfaction questionnaire was designed, validated by expert judgment. Results: After the first training, 187 conceptual codes were defined, forming two predominant categories related to the class planning and to the type of verbal exchange between teachers and students. For the first category, there were 33 codes related to the structure, educational management and didactic and personal resources of the teacher. For the second category, 59 codes were obtained, referred to the type of verbal exchange (simple, complex or unfinished) and to the type of activating questions asked during classes. Conclusions: Educational capsules, as a way of teaching support, could facilitate the transference of teaching competences in educational contexts both in classroom and clinical environments. However, it is essential to generate moments of support that can foster effective performances and reflective practice.