Revista Electrónica en Educación y Pedagogía最新文献

{"title":"El descubrimiento de la sexualidad a través del grafiti","authors":"Jhon Fredy Orrego Noreña, Olga Marina Zapata Herrera, Gregorio Blandón Henao","doi":"10.15658/rev.electron.educ.pedagog19.03030402","DOIUrl":"https://doi.org/10.15658/rev.electron.educ.pedagog19.03030402","url":null,"abstract":"En esta investigacion se busco comprender el sentido que los estudiantes le dan a las representaciones iconograficas en la Institucion Educativa Luis Arango Cardona del Municipio de la Tebaida (Quindio, Colombia).  El interes investigativo, de corte cualitativo, fue abordado desde un metodo fenomenologico que permitio profundizar sobre el sentido que los estudiantes otorgan a estas practicas. La informacion se recolecto a partir de la observacion de espacios escolares con estas representaciones y del dialogo con grupos focales con el fin de indagar sobre el significado de los grafitis alli expuestos.  En este estudio, se selecciono como muestra a los estudiantes de los grados sexto y septimo. Para ello, se conformaron cinco grupos; de dos estudiantes cada uno, integrados aleatoriamente por un hombre y una mujer. Entre las categorias descubiertas, estuvieron, de manera marcada, las expresiones de sexualidad.  En el contexto local, caracterizado por el tradicionalismo y las buenas costumbres, la sexualidad sigue siendo un mito, algo que debe ocultarse y de lo cual no se puede hablar; esto conlleva a que los estudiantes encuentren en el grafiti, la forma de expresar sus deseos, emociones y sentires sobre el sexo.  Se convierte en una forma de manifestarse ante los demas, manteniendo siempre protegida su identidad para evitar la censura, el castigo social y el reproche desde lo academico que ello pueda conllevar.","PeriodicalId":129669,"journal":{"name":"Revista Electrónica en Educación y Pedagogía","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133501234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Expectativas, valoración y carencias de la función docente en enseñanza secundaria","authors":"J. M. R. Venegas, C. Prados","doi":"10.15658/rev.electron.educ.pedagog19.03030405","DOIUrl":"https://doi.org/10.15658/rev.electron.educ.pedagog19.03030405","url":null,"abstract":"The article describes how the deficiencies, expectations and assessments of secondary school and baccalaureate teachers in the performance of the teaching function, can influence professional motivation. To this end, 100 teachers were presented with a questionnaire of open questions. The responses covered those shortcomings that the teachers thought to be related to their professional environment, those related to the knowledge and skills they should possess and the environment in which they perform their teaching function. The results showed that the most significant deficiencies referred to the lack of motivation of the students, as well as the uncooperative attitude of the parents; the perception of a lack of authority and a lack of trust in teachers. Other shortcomings highlighted included, a lack of teacher training and psycho-educational training together with little legal and administrative protection.","PeriodicalId":129669,"journal":{"name":"Revista Electrónica en Educación y Pedagogía","volume":"175 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128272305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Estrategias de retención estudiantil en educación superior y su influencia en la deserción","authors":"Walberto Terraza Beleño","doi":"10.15658/rev.electron.educ.pedagog19.03030403","DOIUrl":"https://doi.org/10.15658/rev.electron.educ.pedagog19.03030403","url":null,"abstract":"This article presents the results of the evaluation of the student retention program implemented in the Faculty of Educational Sciences of La Gran Colombia University, taking as reference the evaluation models of Edward A. Suchman, Carol Weiss and Michael Patton. The quantitative research was developed in two phases. In the first one, a documentary review on the subject was carried out and the findings used to compose a survey which was applied to students enrolled in the academic periods 2011-1 to 2014-2. In the second phase, statistical analysis of the information collected was carried out from academic, economic and individual influences and their contribution to the retention rate in the study program. From the academic perspective, students who were part of the program implemented improved their academic performance. It was determined that the economic aspect did not exert a significant influence because the students made the payment of the tuition with their own resources or family support. On the other hand, in relation to social factors, students cited the absence of motivation on the part of teachers, administrators and executives in the participation of social and academic activities. It is concluded that this study delivered understanding of the main strategies that have an impact on the continuity of the students in the academic program and the ways to improve the retention rate of the program.","PeriodicalId":129669,"journal":{"name":"Revista Electrónica en Educación y Pedagogía","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133475962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Relación universidad-empresa-comunidad en los planes de estudio del urbanismo","authors":"Libys Martha Zúñiga-Igarza, José Ángel Parra-Hernández, Miguel Alejandro Cruz-Cabeza","doi":"10.15658/REV.ELECTRON.EDUC.PEDAGOG18.09020309","DOIUrl":"https://doi.org/10.15658/REV.ELECTRON.EDUC.PEDAGOG18.09020309","url":null,"abstract":"Resumen: La ensenanza del urbanismo en la carrera de Ingenieria civil ha tomado fuerza en la actualidad, por el impacto del cambio climatico y el exodo poblacional de los campos a la ciudad.  Esta realidad debe enfrentarse desde lo institucional y academico bajo perspectivas multidisciplinarias, multifuncionales y participativas, al considerar a la comunidad como el espacio donde se transforma la realidad.  Con la integracion universidad-empresa-comunidad se lograra una mayor calidad de la docencia del urbanismo para que los estudiantes adquieran los conocimientos necesarios para enfrentar proyectos urbanos desde las necesidades de la comunidad y mediante las potencialidades empresariales que cada region posee.  En este sentido, el objetivo consistio en demostrar la pertinencia de la docencia del urbanismo desde las relaciones sociales-tecnologicas-academicas como proceso encaminado a satisfacer las necesidades sociales.  La metodologia consistio en una revision bibliografica y documental, con lo cual se obtuvo como resultados la determinacion de regularidades y tendencias de la relacion universidad-empresa-comunidad, sus componentes y las diversas relaciones que se presentan entre ellos.  Se concluye que la relacion universidad-empresa-comunidad constituye un proceso armonico que forma parte vital de la formacion del ingeniero civil contemporaneo comprometido con los problemas sociales desde lo academico-investigativo. Palabras clave: Comunidad, empresa, ensenanza, universidad (Tesauro); docencia del urbanismo, planificacion urbana (Palabras clave del autor). Abstract: The teaching of urbanism in the civil engineering career has taken force at present, due to the impact of climate change and the population exodus from the fields to the city. This reality must be confronted from the institutional and academic perspective with multidisciplinary, multifunctional and participatory perspectives, considering the community as the space where reality is transformed. With the university-company-community integration, a higher quality of urban planning teaching will be achieved so that students acquire the necessary knowledge to face urban projects from the needs of the community and through the entrepreneurial potentials that each region possesses. In this sense, the objective was to demonstrate the relevance of the teaching of urbanism from social-technological-academic relations as a process aimed at meeting social needs. The methodology consisted of a bibliographic and documentary review, which resulted in the determination of regularities and trends of the university-company-community relationship, its components and the several relationships that arise between them. It is concluded that the university-company-community relationship is a harmonious process that is a vital part of the training of the contemporary civil engineer committed to social problems from the academic-research. Key-words: Community, company, teaching, university (Thesaurus); urb","PeriodicalId":129669,"journal":{"name":"Revista Electrónica en Educación y Pedagogía","volume":"237 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123278846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Buenas prácticas docentes del profesorado universitario","authors":"J. Pulido","doi":"10.15658/REV.ELECTRON.EDUC.PEDAGOG18.09020311","DOIUrl":"https://doi.org/10.15658/REV.ELECTRON.EDUC.PEDAGOG18.09020311","url":null,"abstract":"El aprendizaje centrado en el alumnado a traves de metodos de trabajo participativos para promover la autonomia del estudiante, es uno de los planteamientos fundamentales en los que se basa el Espacio Europeo de Educacion Superior.  A tal fin, se cuenta con el apoyo aportado en la obra que se resena a continuacion.A lo largo de las 187 paginas, los coordinadores de la obra proporcionan a los lectores -profesorado de la institucion superior, independientemente de la categoria profesional y del area de conocimiento en la que esten adscritos-, distintas experiencias, narradas con un lenguaje practico y al mismo tiempo academico y riguroso, llevadas a cabo en los diversos escenarios que brinda la universidad.  Experiencias que conducen a realizar multiples combinaciones ante la lectura de cada capitulo, previa reflexion de las visiones reales aportadas por profesionales de diferentes universidades espanolas.Para citar este articulo /To reference this article /Para citar este artigoGuerra, M. (2018).  Resena. Buenas practicas docentes del profesorado universitario. Revista Electronica en Educacion y Pedagogia, 2(3), 152-155.","PeriodicalId":129669,"journal":{"name":"Revista Electrónica en Educación y Pedagogía","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129155993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Resistencia aeróbica en los futbolistas durante el periodo competitivo","authors":"José Eduardo López-Revelo, Huber Yovanny Cuaspa-Burgos","doi":"10.15658/REV.ELECTRON.EDUC.PEDAGOG18.09020302","DOIUrl":"https://doi.org/10.15658/REV.ELECTRON.EDUC.PEDAGOG18.09020302","url":null,"abstract":"El articulo da cuenta del analisis de la resistencia aerobica como componente fundamental en la preparacion de futbolistas en el periodo competitivo. Se hace alusion al estado del arte, la conceptualizacion de la resistencia aerobica en el futbolista, la estructura pedagogica y sistematica de la resistencia aerobica en el entrenamiento deportivo, sus manifestaciones y variables fisiologicas durante la dinamica de esfuerzos en el futbolista, la caracterizacion metodologica del entrenamiento, la carga de entrenamiento en el microciclo estructurado (EE): volumen e intensidad, y el favorable trabajo aerobico en el microciclo de competicion. La metodologia se baso en el enfoque cuantitativo, se utilizo como tecnica de recoleccion de informacion el analisis de contenido. De ello se concluye que los componentes que configuran las capacidades fisicas son imprescindibles para el logro del rendimiento y de la forma deportiva, y es indiscutible su importancia no solo para el complemento tecnico, tactico, sistematico, estrategico y psicologico del deporte durante el periodo competitivo, sino como algo primordial para la prevencion profilactica e higienica del deportista en relacion a su funcion.Palabras clave: Consumo maximo de oxigeno (Tesauro); frecuencia cardiaca maxima estimada, microciclo de competicion, microciclo estructurado, periodo competitivo, resistencia aerobica (Palabras clave del autor).Abstract: The article reports the analysis of aerobic resistance as a fundamental component in the preparation of soccer players in the competitive period. An allusion is made to the state of art, the conceptualization of aerobic endurance in the soccer player, the pedagogical and systematic structure of aerobic endurance in sports training, its manifestations and physiological variables during the dynamics of efforts in the player, the methodological characterization of the training, the training load in the structured micro cycle (EE): volume and intensity, and the favorable aerobic work in the competition micro cycle. The methodology was based on the quantitative approach; content analysis was used as information collection technique. From this, it is concluded that the components that configure the physical capacities are essential for the achievement of the performance and the sport form, and its importance is unquestionable not only for the technical, tactical, systematic, strategic and psychological complement of the sport during the competitive period, but as something essential for prophylactic and hygienic prevention of the athlete in relation to their functionKeywords:Maximum oxygen consumption (Thesaurus); estimated maximum heart rate, competition micro cycle, structured micro cycle, competitive period, aerobic resistance (Author’s Keywords).Resumo: O artigo relata a analise de resistencia aerobia como componente fundamental na preparacao de futebolistas no periodo competitivo. Se faz alusao ao estado da arte, a conceituacao de resistencia aerobia n","PeriodicalId":129669,"journal":{"name":"Revista Electrónica en Educación y Pedagogía","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132954639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Manejo de residuos peligrosos y desarrollo de cultura ambiental en la Universidad Manuela Beltrán","authors":"Paola Andrea Orjuela-Montenegro, Edith Natalia Moreno-Bergaño","doi":"10.15658/rev.electron.educ.pedagog18.09020307","DOIUrl":"https://doi.org/10.15658/rev.electron.educ.pedagog18.09020307","url":null,"abstract":"","PeriodicalId":129669,"journal":{"name":"Revista Electrónica en Educación y Pedagogía","volume":"297 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115427888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sociedad del conocimiento, revolución educativa y transformaciones de los paradigmas del modelo educativo","authors":"Isabel Muñoz-López, Luz Marina Cuervo-Gamboa, Chris Aleydi González-Hernández, Julia Esperanza Bacca-Rozo, Katherin Julieth Garzón-Gallego","doi":"10.15658/rev.electron.educ.pedagog18.09020308","DOIUrl":"https://doi.org/10.15658/rev.electron.educ.pedagog18.09020308","url":null,"abstract":"La sociedad del conocimiento ha implicado la transformacion de las dinamicas sociales en todos los ordenes de la actuacion humana; en estas el eje fundamental de los cambios se ha centrado en la forma como se concibe la educacion y sus necesidades en un mundo globalizado e interconectado por las tecnologias de la informacion y las comunicaciones (TIC). Asi, en el articulo se reflexiona sobre los cambios de paradigmas que la incorporacion de las TIC ha introducido en el proceso educativo, los roles de sus actores, las necesidades de formacion de los sujetos, las estrategias pedagogicas y la practica pedagogica en el desarrollo profesional de los docentes. La investigacion fue de naturaleza descriptiva con un enfoque cualitativo, el cual se fundamenta en procesos inductivos y genera una perspectiva teorica de lo particular a lo general; presenta el punto de vista de los participantes con respecto a sus emociones, experiencias y sentimientos relacionados con el uso de las TIC en el aula.  Para la recoleccion de informacion se realizo una revision bibliografica, se aplicaron encuestas semi-estructuradas a estudiantes, docentes y docentes en formacion de los ciclos I y II de un Colegio Distrital y de la Corporacion Universitaria los Libertadores de Bogota, se revisaron diarios de campo de las practicas de los docentes en formacion.  Desde esta perspectiva, el analisis propone comprender una realidad con argumentos teoricos que intentan explicar la importancia de que los docentes en formacion conozcan y se apropien de las herramientas tecnologicas y del lenguaje tecnico en su quehacer pedagogico. Palabras clave: Estrategias educativas, practica pedagogica, sociedad del conocimiento, tecnologias de la informacion y las comunicaciones (Tesauro); nuevo modelo educativo (Palabras clave de autor). Abstract: The society of knowledge has implied the transformation of social dynamics in every aspect of human action; in these, the fundamental component of changes in education has focused on the way it is conceivedand its needs in a globalized world interconnected by information and communication technologies (ICT). The following article reflects about paradigm´s changes introduced by the incorporation of the ICTs in the educational processes, the roles of their actors, the subjects` training needs, the pedagogical strategies and the pedagogical practice in the professional development of teachers. Its purpose is to provide a framework for understanding the main changes that contextualize the teachers`training in the contemporary world. The qualitative-descritive research approach was based on inductive processes and generated a theoretical perspective from the particular to the general issues, considering the point of view of the participants regarding their emotions, experiences and feelings when they use the ICTs in the classroom (Baptista, Fernandez & Hernandez, 2003). For data collection, the first step was a revision of a theorical framework about the topi","PeriodicalId":129669,"journal":{"name":"Revista Electrónica en Educación y Pedagogía","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121763384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Liderazgo directivo en contextos de alta necesidad. Gestión escolar desde el enfoque de justicia social","authors":"César Lorenzo Rodríguez Uribe","doi":"10.15658/REV.ELECTRON.EDUC.PEDAGOG18.09020306","DOIUrl":"https://doi.org/10.15658/REV.ELECTRON.EDUC.PEDAGOG18.09020306","url":null,"abstract":"El estudio tuvo como propósito promover investigaciones empíricas en escuelas en contextos vulnerables, a fin de hacer visibles las cualidades críticas de liderazgo y sus efectos, en tres aspectos principales: el aprendizaje de los estudiantes, el desarrollo de las personas y de la organización, y la interacción con el ambiente interno y externo. La metodología empleada fue el estudio de caso, en un colegio de enseñanza secundaria privado ubicado en un contexto de alta marginalidad, en la periferia de Ciudad Juárez, Chihuahua, ubicada en la frontera de México con Estados Unidos. Se utilizaron entrevistas y grupos focales con personal docente y no docente, alumnos, directivos y padres de familia. Los hallazgos sugieren Abstract: The purpose of the study was to promote empirical research in schools in vulnerable contexts, in order to make visible the critical qualities of leadership and its effects, in three main aspects: student learning, people’s and organization’s development, and the interaction with the internal and external environment. The metho-dology used was the case study, in a private secondary school located in a context of high marginality, in the outskirts of Ciudad Juárez, Chihuahua, located on the border between Mexico and the United States. Interviews and focus groups were used with teaching and non-teaching staff, students, managers and parents. The findings suggest that, from the perspective of the actors involved, executive leadership has a high impact on the development of people and the organization, as well as on student learning. Some of the features that characterize this leadership are: the cohesion of the teaching team around a vision; the systematicity of organizational processes; teacher professio-nal development through accompaniment, supervision and formal training processes; and the care and attention to people.","PeriodicalId":129669,"journal":{"name":"Revista Electrónica en Educación y Pedagogía","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122411226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Caracterización del docente desde la mirada estudiantil","authors":"Natalia Fernanda Delgado-Achicanoy, Deisy Lorena Imbajoa-Diaz, Oscar Eduardo Mueses-Llanos","doi":"10.15658/REV.ELECTRON.EDUC.PEDAGOG18.09020305","DOIUrl":"https://doi.org/10.15658/REV.ELECTRON.EDUC.PEDAGOG18.09020305","url":null,"abstract":"El articulo presenta los resultados relacionados con la caracterizacion de la identidad profesional docente segun las concepciones de licenciados en formacion.  El estudio fue de tipo cualitativo con un enfoque etnografico, desarrollado con estudiantes de licenciatura de una universidad publica de la Ciudad de Pasto.  Las respuestas obtenidas surgieron de la triangulacion de los testimonios presentados por los futuros licenciados, en tres momentos: entrevistas semi- estructuradas con la participacion de 29 estudiantes -13 mujeres y 16 hombres-; 10 narraciones autobiograficas desarrolladas por 3 mujeres y 7 hombres; y grupo focal con la intervencion voluntaria de 8 personas -6 mujeres y 2 hombres-.  Con relacion a la caracterizacion del educador, se plantearon tres perspectivas diferentes que permitieron un acercamiento a la identidad del mismo, tales como: ejercicio en el aula, trato con los estudiantes y preparacion academica permanente; esto, en su conjunto, conforma uno de los elementos mas relevantes en la identidad del profesorado.  Cabe senalar que cada aporte realizado por los licenciados en formacion acerca de las caracteristicas del docente, permite ampliar la mirada hacia aquellas unidades de sentido que contribuyen en la construccion de la identidad del educador y, asi mismo, son prioritarias para la reflexion tanto de licenciados en formacion sobre su futuro ejercer profesional como para profesores en ejercicio. Palabras clave: Caracteristicas del docente, ejercicio en el aula, identidad docente, (Tesauro); concepciones estudiantiles, preparacion academica, trato con estudiantes (Palabras clave del autor). Abstract: The article presents the results related to the characterization of the teaching professional identity according to the conceptions of graduates in training. The study was of a qualitative type with an ethnographic focus, developed with undergraduate students from a public university in the City of Pasto. The answers obtained arose from the triangulation of the testimonies presented by the future graduates, in three moments: semi-structured interviews with the participation of 29 students -13 women and 16 men-; 10 autobiographical narrations developed by 3 women and 7 men; and a focus group with the voluntary intervention of 8 people -6 women and 2 men-. Regarding the characterization of the educator, three different perspectives were proposed that allowed an approach to the identity of the same, such as: exercise in the classroom, dealing with students and permanent academic preparation; this, as a whole, constitutes one of the most relevant elements in the identity of the teaching staff. It should be noted that each contribution made by graduates in training about the characteristics of the teacher, allows us to expand the view towards those units of meaning that contribute to the construction of the educator's identity and, likewise, are priorities for the reflection of both graduates in training about their future prof","PeriodicalId":129669,"journal":{"name":"Revista Electrónica en Educación y Pedagogía","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125383664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}