Perfiles motivacionales durante la formación docente
DOI:
https://doi.org/10.30827/profesorado.v22i1.9931Palabras clave:
análisis de conglomerados, estudiantes de pedagogía, motivación, perfiles motivacionalesResumen
Resumen:
Este estudio identifica, describe y analiza distintos perfiles motivacionales de estudiantes que cursan la carrera de pedagogía en enseñanza primaria. Para crear dichos perfiles se utilizó el método de análisis de conglomerados (clusters) en las variables clasificadas como fundamentales respecto a ser un buen estudiante de pedagogía: motivación por ser profesor, motivación por la enseñanza, curiosidad intelectual, compromiso académico (engagement) y expectativas de permanencia en el sistema escolar. Los participantes fueron 754 estudiantes de pedagogía de primer, tercer y quinto año de siete universidades chilenas públicas y privadas, localizadas en seis regiones del país. Los resultados arrojan cuatro tipos distintivos de perfiles motivacionales: a) “sin vocación” (11.6%), b) “motivacional ingenuo” (17.7%), c) con “vocación NO escolar” (26.8%) y d) “vocación escolar” (33%). Adicionalmente, se hace una caracterización específica de cada cluster a partir de los rasgos socio-demográficos y otras variables motivacionales. Finalmente, se discuten los alcances de estos hallazgos tanto para los estudiantes en formación, como los desafíos para las instituciones formadoras.
Abstract:
This study identifies, describes and analyses different motivational profiles of students enrolled in primary pedagogy programs. To create such profiles, a cluster analysis was carried out. Entered variables, classified as fundamental to be a good pedagogy student, were: motivation to become a teacher, motivation for teaching, intellectual curiosity, engagement, and expectations to stay in the school system. Participants were 754 pedagogy students enrolled in their first, third and fifth year, from seven public and private Chilean universities, located in six regions of Chile. The results show four distinct types of motivational profiles: a) "without vocation" (11.6%), b) "naïve" (17.7%), c) "Non-school vocation" (26.8%) and d) “school vocation” (33%). Additionally, a specific characterization of each cluster, including the socio-demographic traits and other important motivational variables, was made. Finally, the implications and the scope of these findings are discussed for both students-in-training as well as the challenges faced by training institutions.
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