Memorias VI congreso internacional de psicología y educación Psychology investigation Rasgos actitudinales y su incidencia en la práctica pedagógica Resignificar la práctica pedagógica del docente tomasino, desde el fortalecimiento actitudinal

Abstract

The Universidad Santo Tomás de Colombia - USTA promotes the strengthening and consolidation of the life project of the Tomasino teacher, from their connection and during their tenure, in coherence with the postulates of the Dominican Tomista training and the Institutional Educational Project, privileging the teaching career as a life option, starting from the recognition of the human person and contributing to the contribution to its improvement, from the beginning of co-responsibility and the promotion of its integral well-being. From this context, the University contemplates an axis of action in which the importance of the qualification of the Tomasino teacher and its incidence in the integral formation of future professionals is highlighted, for this reason it guides the design of policies, programs and plans for development and improvement of the teaching establishment. From this understanding, the "Teaching Accompaniment Plan to strengthen teaching performance in the classroom" was created as one of the strategies to contribute to the generation of reflections on their identity and work, in order to counteract imaginary of their duty to be and the relationship it establishes with the students; This by virtue of the representations, perceptions and psychological biases that originate from their experiences in the socio-educational and cultural contexts from which they come. This Teaching Accompaniment Plan is structured based on the results of the teacher evaluation by the students and it is focused on those who have been evaluated with scores less than or equal to 3.5 / 5.0. In this way, from the analysis of the results of a group of face-to-face teachers, during the 2016-2 and 2017-1 period, it has been possible to identify some of the aspects that influence and affect the work of the teachers of the USTA, of which categories of analysis and intervention are broken down. In perspective, it seeks to complement it with a comprehensive support program, which not only includes individual accompaniment, but other psychosocial risk prevention strategies that can be extended to the entire teaching community.