Summary
The universalization of teaching in Cuba aims to preserve the culture of humanity in each territory, which is why forming values implies developing personality according to the stage of development of man. The teacher who works with adolescents is in charge of diagnosing and following up on them. The training proposal is aimed at improving professional and student performance, related to the formation of values in secondary education. It has 9 nine themes to work face-to-face, promoting exchange and reflection on the knowledge already achieved by teachers.
Introduction
Universities today differ greatly from universities in their origins. They have undergone important changes, which have led to a better quality of the educational teaching process worldwide and in Cuba. This is why this century has been called the century of knowledge, The mission of universal teaching in each territory is to preserve, develop and promote, through its substantive processes and in close connection with society, the culture of humanity, therefore the role of the university corresponds to being the social institution that can do it more comprehensively and that is its specificity. The current Cuban University is characterized for being a scientific, technological and humanistic university.
It is considered scientific because it fosters scientific and technological research due to the wide network of careers that respond to current priorities and the introduction of new technological advances. But mainly humanistic since the training goes beyond the instructive and the cognitive, it focuses its attention on man, on the development of his personality, on transformations to develop the humanistic, encompassing the university community and on significant aspects of social commitment.
The aforementioned implies that the main objective of the universities is to achieve not only the training of a creative, independent professional, who assumes their self-education, it is also to put their knowledge at the service of society.
Education in a multilateral and harmonious way implies the integration of man to the society in which he lives and contributes to its development and improvement. The essential nucleus of this formation must be moral wealth and the main axis are the values, which are inherent to the human being and where their formation constitutes a necessity from the very emergence of man. In each society, each country, a value system is implemented according to its objectives in the formation of the new individual.
Development
Values constitute a complex psychological formation, arisen in the communication process as a result of the activity where there are needs and motivations that condition the appearance of qualities and feelings, which, from the development of the personality, lead to the formation of interests, ideals and aspirations.
These elements are subsequently consolidated into attitudes and favor the organization of a value system. This perception confirms a sequence in the education of the personality, where the relationships between the psychological components that foster the formation of an attitude are tightened, in which the interaction between the affective and the cognitive materializes to become a human value..
The process is very complex, socially conditioned and involves the interaction of three components: the intellectual, associated with the assimilation of knowledge: the motivational, related to the orientation of personality and the practical: understood as the use of knowledge in social activity in its various facets.
Different factors intervene in this process: the social environment, the family, the school, the contribution of science, as well as the conjugation of social influence with individual interests. All those who have approached the subject agree that moral values play an important role in the development of the individual's personality, in their general behavior, those that guide their behavior and consequently determine their attitudes, their ways of acting.
The psychologist Arés (1998), pointed out about the role of society in the values of the citizen, hence the role that corresponds to the Cuban teacher as a missionary in the daily formative activity to achieve that this sense of identity is strengthened in each of his students, taking advantage of all those elements that surround him and that are part of the context in which they operate.
In Latin America, teacher training has set out to fill gaps in formal education. It was in the sixties that the so-called “apprenticeship systems” began to be implemented with training linked to industrialist jobs, and at that time, almost all countries had so-called Vocational Training Institutions.
Initially, these were institutions with costly guidance from the offer of qualifications, since they sought the formation of national apprenticeship systems with strong support from the Ministries of Labor of each country, where the training offer focused, almost exclusively on manufacturing and construction.
Training presupposes conceiving learning as a process that fosters results aimed at changes in attitudes and behaviors, for which teaching faces new demands, which are given by the development of companies where individuals work, subject to constant changes that admits training him for change and approaching it as a process of transformation in his attitudes, habits and abilities to face work activity.
Training is a problem-type teaching that must enable the individual to face new and diverse situations, to make them go in search of increasingly creative solutions. The training must be aimed at developing work competence, understood as the set of theoretical knowledge, abilities, skills and attitudes.
The constant changes in educational activities that are currently taking place generate more dynamic jobs as opposed to static ones, where training is of great importance. The educator must be instructed to take on any task that the center requires, in this way its preparation constitutes an opportunity to achieve a promotion or a new job.
The values are “… a systematic process that is based on the current needs and perspectives of any entity, group of individuals or person, which is oriented towards a change in the knowledge, skills and attitudes of the trainee, which enables their comprehensive development and aimed at increasing the effectiveness of their educational work ”. (García, 2003: 3.).
The author, after the bibliographic consultations carried out, considers that training or personal development is any activity carried out on the staff of an organization that corresponds to solving their needs or fundamental problems in search of improving the attitude, knowledge, skills or behaviors of their staff., in a structured process with well defined medium and long term goals.
Training the people you train is an extremely important tool in creating a culture of learning. The learning culture is not limited to an activity, but rather develops when learning is part of daily life. There are many areas in which organizations must invest to constantly improve, innovate and remain current in the markets.
Lyen reports that: “The formation of values in every society must be an element of vital importance, especially in that which defends man, justice and equality. In Cuba the subject is necessarily accepted by psychologists, philosophers, historians, etc. " (Labrador. 2007).
“Through values, the subject knows himself, knows his needs and the possibilities of satisfying them. He also projects the ideal conditions for this, regulating his behavior in accordance with the assumed value contents. Values do not exist without man, who with them is in a position to give meaning to his own existence. Things acquire value as they are inserted in this process of humanization. (Garcia. C. 2003: 7).
Linares, Borrell. MA (2004: 10) comments: “In short, what are values? They are spiritual determinations that designate the positive significance of things, facts, phenomena, relationships and subjects, for an individual, a group, social class, or society as a whole. They are conditioned by the prevailing social relationships.
They constitute essential components of the ideology and expression of the culture and history of a given society and of the interests, points of view, needs and contradictions of the different subjects. They are formed in the process of interaction between men, and the object of their activity, in the production and reproduction of their material and spiritual life. As counselors and regulators of behavior, they constitute a system, since they have a dynamic relationship with each other ”. (Linares, 2004).
Therefore "what everyone considers worthy of estimation is a value." The author affirms that value always qualifies or determines a good that is captured as such, ideally and concretely. When many people live the same values, those shared values acquire a social dimension, although their most intimate root continues to be their individual practice.
The capture of value is called “feeling of value”, since sensible things are perceived, concepts are thought and values are felt.
They are structured:
- Due to the changing circumstances of reality, so they can be expressed differently in concrete conditions, they are ranked according to their order of preference depending on the development of the personality and the stages of development and social context.
It must be clear that a radical separation cannot be made between principles, norms, values and virtues. Principles and values often act as norms or rules pre-established by the organization, and in this sense, the norm reinforces and helps virtue.
The dimensions of value learning can be divided into personal and collective. All personal dimensions of learning are relevant to produce and promote (…) values such as:
Learning to be, Learning to do, Learning to learn, Learning to undertake Learning to live together and Learning to change.
Types of securities.
Sensitive values: pleasure, joy…
Useful values: capacity, efficiency…
Vital values: health, strength…
Aesthetic values: beauty, elegance…
Intellectual values: truth, knowledge
Moral values: justice, freedom, tolerance…
Moral values.
Moral value is understood as anything that leads man to defend and grow in his dignity as a person.
Moral value leads to moral good. Let us remember that well it is that which improves, perfects, completes, are those values that perfect man in the most intimately human, making him more human, with greater quality as a person.
Moral values arise primarily in the individual through influence and within the family, and are values such as respect, tolerance, honesty, loyalty, work, responsibility, etc. They are the ones that give meaning to the vital project of the human being and its positioning and performance in the society in which it operates.
The moral value perfects people, while the other values perfect the individual in partial aspects.
Psychologically, people who live in continuous learning are characterized by having high self-esteem, feel great confidence in what they do and are apt for the challenge of creativity. Surely these people are dominated by values such as optimism, boldness and enthusiasm capable of being communicated to others. Whoever appropriates them grows in humanity.
A study was carried out with adolescents studying in upper secondary education and teachers from the Batalla del Jigue mixed center in San Antonio de los Baños, with the aim of determining the training needs on values education from a psychological perspective and the results of The survey coincides with the fact that values are forms of action typical of man that are acquired in the course of life through the influences of family, school and society, where the first and the second play a concatenating role so that man inserts himself to the demands of the society in which he lives.
Adolescents lack the necessary tools that they must acquire at school for their training as people of good, cooperatives, and adherents of established norms in society.
The survey was applied to 60 percent of teenage enrollment and 100 percent of teachers.
The training proposal is aimed at improving professional and student performance, related to the formation of values in secondary education.
The author assumed the conformation of the same taking into account the current need that exists, and the benefits for educators, students, the institution and the community, from a scientific, psychological and social perspective.
The training will be held every 15 days and will take into account the individual and collective needs of teachers.
It will comply with the principles of:
Problematization, Content update, Conceptualization, Research and reflection.
The general objective of the proposal: To train teachers from a psychological perspective for education in values.
Outline of the contents to be developed by meetings.
|
Session |
Subjects: |
Hours |
|
one. |
Psychosocial importance of teaching in Middle Education |
two |
|
two. |
Psychological changes in adolescence and its relationship with the current social context. |
8 |
|
3. |
What are values? Characteristics and typologies. |
4 |
|
Four. |
Moral values. |
4 |
|
5. |
Ethical moral attitude of teachers and students. |
8 |
|
6. |
Leadership: a challenge to change traditions. |
two |
|
7. |
Human factors and group motivation. |
two |
|
8. |
The process of decision making. Negotiation and conflict resolution. |
8 |
|
9. |
Teaching strategy for the formation of values. |
8 |
To develop the training program, the workshop organization form will be used due to the possibilities it offers for debate and reflection, considering the experiences of teachers in working with adolescents.
Conclusions
- There are theoretical references on training and education in values that support the proposal of training for teachers of Upper Secondary Education. The topics selected for teacher training are related to education in moral values.
Bibliography
- Arula, C. Training and development. Google Chacón Arteaga, N. (2000). Morality, history and youth. Editorial Felix Varela. Havana Page 42.Garcia. C 2003. The formation of moral values in upper secondary education. Thesis in option of the academic title of Msc. Havana.Fletcher, S. (2000). Design of Training based on labor competencies. Editorial Panorama. México D. F, Frigo, Edgardo. What is training and what does an organization gain by training its staff? www.forodeseguridad.com/artic/rrhh/7011.htmLabrador Urraca, Lyen (2007). The formation of values through the study of historical personalities. Linares Borrell, María de los A. (2004). The formation of moral values Silices Alfonso (1996). Training and staff development. Edit. Limusa. Mexico.Ulloa Deza, Ramel. The teaching strategy in the education of values.
