La formación en el proceso de implementación del programa de responsabilidad personal y socialUn estudio de casos

  1. Tarín Moreno, Salvador
  2. Pascual Baños, María del Carmen
  3. Escartí Carbonell, Amparo
Revista:
Revista Fuentes

ISSN: 1575-7072,  2172-7775

Año de publicación: 2014

Título del ejemplar: Liderazgo en las instituciones educativas

Volumen: 14

Páginas: 125-146

Tipo: Artículo

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Otras publicaciones en: Revista Fuentes

Resumen

This paper examines the assessment that the teachers participating in a training course did to improve the implementation of Personal and Social Responsibility Program (PSRP) (Escartí, Pascual and Gutierrez, 2005) at school. This is a qualitative research through a double case study. Participants were two primary school teachers. Data were collected from teacher�s diaries and interviews. Findings: For the participants the strengths of the teacher training were: the exchange of experiences between participants, the motivating effect of the fact that the training facilitator was an expert teacher in a foreign university, and the presentation of a new more flexible methodological approach to implement PSRP. The teacher training weaknesses were: the short duration of training and the insufficient supply of practical activities to develop responsibility in children. In order to improve teacher training in PRPS the participants proposed specific practical activities to develop leadership and transference, and the use of a methodology based on active learning (Bonwell and Eison, 1991).

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Fuente de los datos: Dialnet