La relación docente – estudiante en la profesionalidad docente
No Thumbnail Available
Date
2025-06-12
Authors
Advisors
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Corporación Universitaria Minuto de Dios - UNIMINUTO
Type
Sistematización de Experiencias
Rights
Acceso Restringido - http://purl.org/coar/access_right/c_16ec
Abstract
Las relaciones pedagógicas entre docentes y estudiantes en los diversos contextos educativos permean múltiples áreas del desarrollo personal y académico de los actores involucrados. Ellas pueden configurar la percepción y el rendimiento tanto de docentes como de estudiantes, impactando sus desempeños en los espacios compartidos. Por esta razón, se haya la necesidad de abordar este tema en la escuela, un contexto que invita a los docentes a repensar su quehacer y a plantear múltiples estrategias con el fin de mejorar el ambiente dentro y fuera del aula. El objetivo de este informe es presentar los resultados de un proceso de investigación llevado a cabo en una institución educativa de carácter privado en la ciudad de Medellín, Colombia, que tenía como finalidad comprender cómo se conecta la relación docente-estudiante y la profesionalidad docente. Haciendo uso de un diseño metodológico cualitativo, de tipo fenomenológico, se implementaron dos instrumentos: entrevistas semiestructuradas y grupos de discusión, con 14 docentes de diferentes áreas de la institución educativa. Un factor diferencial en este estudio es el enfoque en la población, ya que únicamente se tuvo en cuenta la perspectiva del docente. Los hallazgos dan cuenta de una caracterización, descripción y análisis de la relación docente-estudiante y su contribución en la profesionalidad docente. Se concluye que existe un vínculo bidireccionalmente beneficioso, ya que dicha relación insta a los docentes a transformar sus prácticas y mejorarlas, y como resultado, la relación también se ve fortalecida gracias a los ajustes hechos en el proceso de construcción del conocimiento y el fortalecimiento de habilidades relacionales.
The pedagogical relationships between teachers and students in the various educational contexts permeate multiple areas of the personal and academic development of the people involved. They can shape the perception and performance of both teachers and students, impacting them in the spaces they share. For this reason, there is a need to address this issue in school, a context that invites teachers to rethink their work and to propose multiple strategies to improve the atmosphere inside and outside the classroom. The objective of report is to present the results of a research process carried out in a private educational institution in Medellín, Colombia, which aimed to understand how the teacher-student relationship is connected to teacher professionalism. Using a qualitative methodological design, of phenomenological type, two instruments were implemented: semi-structured interviews and discussion groups with 14 teachers from different areas of the educational institution. A differential factor in this study is the focus on the population, since only the teacher’s perspective was considered. The findings provide a characterization, description, and analysis of the teacher-student relationship and its contribution to teacher professionalism. It is concluded that there is a two-way beneficial link, since this relationship encourages teachers to transform their practices and improve them, and as a result, the relationship is also strengthened through adjustments made in the process of building knowledge and strengthening relational skills.
The pedagogical relationships between teachers and students in the various educational contexts permeate multiple areas of the personal and academic development of the people involved. They can shape the perception and performance of both teachers and students, impacting them in the spaces they share. For this reason, there is a need to address this issue in school, a context that invites teachers to rethink their work and to propose multiple strategies to improve the atmosphere inside and outside the classroom. The objective of report is to present the results of a research process carried out in a private educational institution in Medellín, Colombia, which aimed to understand how the teacher-student relationship is connected to teacher professionalism. Using a qualitative methodological design, of phenomenological type, two instruments were implemented: semi-structured interviews and discussion groups with 14 teachers from different areas of the educational institution. A differential factor in this study is the focus on the population, since only the teacher’s perspective was considered. The findings provide a characterization, description, and analysis of the teacher-student relationship and its contribution to teacher professionalism. It is concluded that there is a two-way beneficial link, since this relationship encourages teachers to transform their practices and improve them, and as a result, the relationship is also strengthened through adjustments made in the process of building knowledge and strengthening relational skills.
Description
Comprender cómo se conecta la relación docente-estudiante con la profesionalidad docente en una institución educativa del sector privado en Medellín
Keywords
Teacher-student relationship, teacher professionalism., Relación docente-estudiante, profesionalidad docente.