In recent decades the process of vocational orientation has established guidelines for the study of the budgets that govern education, each and every one of them diverging in content, but converging on a common axis: finding in the sense of education, the life's sense. To achieve this end, the present pedagogical conception arises, which promotes a correct vocational orientation as a life project towards agricultural careers from the agricultural potential that is complemented in a Manual that provides teachers with the theoretical and methodological requirements necessary for work from the Circles of interest, awakening in the students their motivations and interests towards the study of agricultural careers taking into account that the municipality has a territorial extension of 785,5 km² of which its agricultural area is 47,078.51ha. The proposal aims to transform the actions carried out by teachers to reach the desired level in the process of vocational orientation towards agricultural careers from the agricultural potential. The theoretical methodological aspects were assessed by applying descriptive statistical elements, such as percentage analysis and data quantification, with satisfactory results.With satisfactory results.With satisfactory results.
Key words: vocational guidance, agricultural careers.
INTRODUCTION
The school as a social institution is in charge of carrying out the vocational orientation as a life project towards agricultural careers from the community's own agricultural potential, in collaboration with the family, the community and the mass organizations, in order to train the students on the basis of the main labor needs of the territory and to strengthen the ideological political work so that they are bearers of these ideas and feelings that will make the Revolution endure.
The training of workers, middle technicians and engineers in agronomy is a current need and their selection and option have been limited due to the low performance of the work of the leadership structures and teachers in order to train and recruit students with a true vocation.
Today the Cuban school is the social institution to which the Party has entrusted that mission and to specify in each action carried out in it the aim and objectives of education, hence the importance of analyzing how the pedagogical collective should act to fulfill this important task; as Fidel Castro Ruz stated at the beginning of the 1981-1982 school year ”… The school occupies the main place within the set of influences that are activated in the education of children. For all teachers to carry out this social assignment efficiently, they must have a deep knowledge of the level of development and potential of each student, including their feelings, their value orientations towards fundamental areas of their lives. "(Cartaya Cotta, 1989.)
Vocational guidance as a life project from a cultural-historical perspective of human development. Main routes for training towards agricultural careers. Role of primary school.
Vocational guidance constitutes a component of a diverse, but integrated process, the essential function of which is to help insert the subject into working life. It is part of comprehensive education and is developed fundamentally throughout the school career. It contributes in a particular way to what has been defined as the professional education of personality. They should not be limited to "selection" or "recruitment" campaigns to enter one or another career, but rather constitute a system of educational influences, from Preschool to Higher Education centers, which seeks to match interests and individual possibilities of young people and the social needs of the country at a specific historical moment. Without his presence education is incomplete.
This concept has been defined in many ways and has sometimes been used interchangeably.
The concept of vocational guidance can include the vocational training process, but it also aims at preparing a subject to select a career, face the process of professionalization and identify with it.
Vocational guidance for responsible professional choice from a cultural-historical perspective of human development.
The historical-cultural approach to human development integrates from a dialectical perspective the internal, active, autonomous, independent and regulatory nature of the human psyche and its historical-social nature, explains through the process of activity the emergence and development of subjectivity human under the determining influence of the social environment. By virtue of the historical-cultural approach, it is possible to understand how the subject reaches higher levels of functional autonomy, that is, self-determination, only if the social environment creates the conditions and situations that foster the stimulation of independent and autonomous action.
In a humanistic conception of vocational guidance the focus is on the facilitation process whereby the counselor creates the conditions for the subject's innate vocational inclinations to be freely expressed, in this case the success of vocational guidance is in the conditions of the professional counselor as a facilitator.
Vocational guidance is understood as a process that takes place throughout the person's life, begins from the earliest ages and does not end with the student leaving a professional center, but extends to the first years of their professional life.
On the other hand, vocational guidance is conceived as part of the subject's personality education process that prepares him for the choice, training and responsible professional performance, in which a specific specialist (psychologist or pedagogue) takes part as a counselor. in an isolated way, but all the educational agents of the school, the family and the community (parents, teachers, representatives of social institutions) who together with the psychologists and pedagogues make up the team of professional counselors.
The education of the vocational orientation of the personality must be achieved if it is structured in a coherent way, from the first teaching, so that the student, at the end of Basic Secondary, can self-determine at a first level about his future professional life; Primary Education must lay the foundations for subsequent intensive work in this regard, not seeking only a choice, but seeking the development of personality from all levels.
Parents are expected to become counselor-counselors, after receiving training from the school on different job needs; that teachers become specialists in careers related to their subject or discipline, emphasizing the agricultural profession, so that they can address information about the professions and, lastly, help the family and adolescents to understand (an aspect in which has gained a lot) that not everyone will go to Higher Education. One of the most acute and complex problems that educational centers must face today is to answer the question about the quality of education in the vocational orientation process.
In the country there is the political will to place education in the vocational orientation process at the highest level, according to the demands of each territory. From our position as researchers, it is interesting to provide some elements for the study of such a complex situation. The knowledge specific to the agricultural profession is located at the intersection of theory and practice, which includes knowledge and know-how.
From practice, through research, solutions to problems will be found, and where everyone, as professionals, actively and critically participates from and in a dynamic, flexible process that allows the intentional and conscious elaboration of a synthesis of the elements of culture. In the context of the changes taking place in the education system, the vocational orientation towards agricultural careers occupies an important place, due to its incidence in the palace community from its own agricultural potential to carry out the development of an adequate social life. To achieve an adequate vocational orientation in a creative way, it is essential to direct the educational teaching process towards the development of professional interests that guarantee the quality of the motivations of the students,the development of professional knowledge and skills to efficiently solve the professional problems of each territory based on their characteristics and needs, and the development of independence and flexibility acquired in the performance of each subject, as well as reflective thinking that enables the The student will orient himself with originality in the solution of existing professional problems in his radius of action. This means that in order to achieve a creative professional performance in the agricultural activity of the palace territory, it is necessary to work systematically in vocational guidance from the first ages of primary school in order to promote an adequate development of the personality of the students.
For the education professional they constitute actions of their generalized activity based on assuming a theoretical position: identifying, characterizing, diagnosing, explaining, establishing relationships, supporting, selecting, modeling, executing, controlling, evaluating, directing and making decisions, with character developer, depending on the situation and allowing the fulfillment of its tasks and functions.
These actions are present in any type of activity, so they should be modeled throughout the vocational orientation process carried out by the teacher based on a clear understanding of the assumed alternative.
Main routes for training towards agricultural careers. Role of primary school .
In the process of vocational orientation towards agronomic careers, the logic set forth in the Circle of Interest Program will be followed, elaborated that will propitiate the successful development of the vocational orientation process that must be carried out from school with the insertion of the family, making it possible to verify, analysis and reflection, which will gradually shape your professional identity.
To achieve this end, different avenues will be taken into account within the direction of the educational teaching process (PDE) that enhance vocational guidance work as a life project towards agricultural careers from the agricultural potential of the palace community, where the school as educational institution plays a very important role. Among the main routes are:
- The class as the main route. The development of circles of interest or scientific societies. The work of the monitors. Discussion sessions on the subject under study, by specialized personnel. Information panels on agricultural careers. Visits to agricultural training centers. Linking study with work from work training activities. Systematic vocational guidance work at the Pioneers Palace. Meeting with prominent personalities in agronomy specialties and careers.
Role of teachers in schools in the process of vocational orientation towards agricultural careers of students.
The teacher, due to the general level of preparation that he can possess and the privileged place he occupies in the system of educational influences that act on the student, is the one who is in the best conditions to play a significant role in the development towards the profession that they must achieve. your students.
Today the vocational guidance in the field of agronomy that schools must carry out must focus on a critical analysis and transformation, taking into account the needs of the palace community and the relevant role it plays in the social formation of the individual.
Apart from wise psychosocial and pedagogical considerations, what most worries those who aspire to the University is to define their vocation, select a career and gain access to it. But, the stay in the different teachings not only allows young people to acquire the necessary knowledge and consolidate their general culture. It should also help them mature as individuals, to make new commitments.
The landscape that is lived today demands new demands from the Cuban school, essentially at the level of preparation of the leadership structures, the professionalism of the teaching staff, the styles and methods of leadership with which the training and educational actions that are carried out are carried out. essential for the historical continuity of the Revolution, starting from steps that overcome the new and growing needs for scientific development in the agricultural sector.
Starting from the actions of the educational forces, the approach to a profession can arise from cognitive, affective, political, social reasons, of commitments. To guarantee stability in professional inclination, the individual must feel fulfilled and happy, when it comes out well from their first work experiences. There are no careers that lead to success or failure, what decides is that the student achieve self-determination in their selection and find in it the path of their personal fulfillment.
In the research, it is important to highlight that vocational guidance in school is an essential element in the entire teaching-educational work system, which contributes to the training of students, together with vocational guidance, integrates a system of social influences aimed at help them to choose the profession, based on the needs of a qualified workforce in the territory and taking into account, in addition, the particularities of the personality and their interests, due to their essence, goals and objectives.
For many of the authors consulted, vocational guidance work has a marked educational nature, it is not reduced to general information about one or another profession, nor to the explanation of the country's needs in that sense, it is necessary to work with the individuality of In this way, choosing the best method and the most suitable medium, the treatment of the subject enables the student to be able to value the negative and positive experiences around the profession, thus achieving that the student knows himself, reconciles his individual interests and possibilities with the social ones, that they find a working path from which they contribute to society and be happy in it, thus having the doors to life open.
It is considered essential to take into account the very important role played by the teacher in his capacity as an educator in the most general sense. The teacher, depending on the subjects he teaches and the way he does it, enables the student to develop interests in these subjects. A good teacher, capable of establishing an individualized conversation with the student, in love with his profession and his subject, is able to reveal to the student a set of attractive and gratified elements that decisively mark his professional motivation.
The good teacher not only develops abilities, appropriately transmits knowledge, and qualities in the development of personality, thought, the ability to search and formulate problems, the ability to defend his own points of view, the ability to problematize content, among others..
Cuba, as the first socialist country in America, aspires to achieve optimum levels in the material and cultural development of the human being, throughout an uninterrupted social process in which a relevant place is granted to the education of the people. The achievements made in the agricultural sphere during all these years are undeniable. However, this does not mean that these results fully correspond to the demands that society raises.
The fulfillment of this task rests mainly on the improvement of the preparation that teachers have and on the deepening of their revolutionary consciousness and their political level, which must be reflected in daily conduct, in accordance with the principles of our ideology, and in the firm attitude that encourages them to be a living example and to give themselves entirely to the beautiful task of carrying out an adequate process of vocational orientation.
On the other hand, the formation of the scientific conception of the world in the new generations occurs in the midst of a tense ideological struggle. The permanent task of the teacher and of all the educational work of the school consists of complying, with a high scientific and methodological level, to the class education of schoolchildren; make each educator a political fighter, a fervent patriot, a tireless fighter, an internationalist and a future worker worthy of this society.
The contemporary teacher must deeply master the subjects he teaches and know how to apply the psychological and pedagogical principles related to its contents; but it must also be the person who, with his practical activity and partisan attitude towards his students and before society and life, constitutes the legitimate expression of what he is trying to create in each of the students he educates.. Only those who can lead by example can educate. Hence the high moral requirements that our society poses to teachers, for which the author considers that what gives the teacher its high social significance is its exemplary nature, which is achieved with the constant improvement of its activity in all aspects of their professional and social conduct.
The elements set forth above allow the main barriers that hinder entry to agricultural careers to be analyzed, evidencing the problem of acceptance and awareness from a correct vocational orientation where the teacher plays an essential role, an aspect to which treatment is given in the present Research when treating the subject of vocational guidance as a life project towards agricultural careers from the agricultural potential, for which the Cuban State and Government have prioritized the work of vocational guidance towards agricultural careers, in fact, today is a task ideopolitical, which is given special treatment in our municipality.
The teacher is largely responsible for vocational orientation as a life project towards agronomic careers, to the same extent that he reports on aspects of this specialty, he must communicate feelings of love towards the agronomic profession, and emphasize the social importance of this race. It is necessary to communicate with specific examples, preferably from the professional practice of graduates of this degree. A necessary and valuable aspect for the vocational orientation process as a life project towards agricultural careers is in the communication that must be achieved by teacher-student-student-family.
As a result of various investigations carried out, it has been possible to conclude that the teacher-student-family communication in the vocational guidance process is still insufficient, it is necessary to raise the theoretical knowledge in the students about the labor functions of the agricultural professions, achieving a greater participation of the family, who have a deep command of the true motivations and interests of their children, which together with the diagnosis that teachers have can, from a psycho-pedagogical characterization, achieve more precisely the vocational orientation as a life project towards agronomic careers from Primary Education.
Structure and functionality of the pedagogical conception.
The structure and functionality of the pedagogical concept starts from the general objective and from the specific objectives contemplated in the Methodological Manual.
Overall objective:
Prepare teachers to enhance the vocational orientation process as a life project towards agronomic careers from the agricultural potential of the palace community in the sixth grade of the schools of the North Palace People's Council.
Specific objectives:
- Carry out a diagnosis on the preparation of teachers who have difficulties when working the vocational orientation process as a life project from the agricultural potential of the palace community. Design specific actions in the implementation of the pedagogical concept, aimed at teachers who have difficulties in work the vocational orientation as a life project from the agricultural potential of the palace community in the sixth grade teachers of the primary schools of the North Palace People's Council. Verify in practice the effectiveness of the pedagogical conception,Aimed at teachers who have difficulties working vocational guidance as a life project from the agricultural potential of the palace community in the sixth grade teachers of the primary schools of the North Palace People's Council. Provide teachers with appropriate leadership styles to effectively develop the vocational guidance process as a life project from the agricultural potential of the palace community and exploiting various forms of PDE. Convert teachers into enhancers of vocational guidance as a life project.Convert teachers into enhancers of vocational guidance as a life project.Convert teachers into enhancers of vocational guidance as a life project.
The actions designed for the implementation of the pedagogical conception were conducted from the conception of the initial diagnosis, through the prior analysis, the observation of the development of the activity and the subsequent analysis of the same.
II Planning of the pedagogical conception, (Stage No.2)
The pedagogical conception, which is proposed to the teachers who teach the sixth grade in the primary schools of the North Palace People's Council, allows the vocational orientation process to be promoted as a life project towards agronomic careers from the existence of the materialization of the Circle Program Of Interest, this pedagogical conception enhances the training of a vocationally oriented, creative student, capable of identifying himself with the needs of the palace community.
In this design the teacher is a guide for the vocational interests of his students, he reveals essential features and characteristics of the different profiles of the agronomy career, as a necessity for the palace community based on the agricultural potential for the students to be a professional tool, capable of projecting yourself in the workplace.
To make this proposal feasible, an analysis was made of the objectives of each program that sixth grade students must achieve, as well as that related to the vocational orientation process as a life project that the school must enroll the student and the family. deepened in the work of the different actions of the PDE that are developed and how these could respond to the current demands of linking the study with work, based on the central objective of Advanced Education: "Model and validate a project of professional improvement and human, that provides man with a better quality of life, greater professionalism, functionality, ethical and cooperative behavior, for personal satisfaction and benefit of the population, consolidating the human empowerment of the country ”.
OBJECTIVE
Prepare teachers to become enhancers of the vocational orientation process as a life project towards agronomic careers from the agricultural potential of the palace community in the sixth grade of the schools of the North Palace People's Council.
Vocational Guidance Process
Design of the actions of the methodological work of the pedagogical conception
| Actions | Chores |
| Preparation of teachers to enhance vocational orientation towards agricultural careers from the agricultural potential of the palace community. | Scientific, Pedagogical and Ideopolitical Update.
Psychopedagogical characterization of teachers and students based on interests and motivations. Determination of the agricultural potential of the palace community. Selection of methods and means. Determination of the role of the family to positively influence the vocational orientation of their children. Development of the Agronomy Interest Circle Program with the implementation of the Manual Methodological. |
| The sessions in the grade. | Study, dosage and distribution of forms of educational teaching work.
Study of the agricultural potential of the palace community. |
Design of the scientific methodological work actions
| Actions | Chores | ||
| Scientific production | ü List of places that represent the agricultural potential of the palace community.
ü Selection of personalities who represent the leading workforce of the specialty of agronomy in the palace community. |
||
| Scientific production | ü Elaboration of a means that enhances the methodological work that a teacher must carry out to achieve a deeper knowledge about the different profiles of agricultural careers and that responds in turn to the interests and motivations of students for the study of agricultural careers as life projects: (Methodological Manual). | ||
| Introduction of the results. | ü Presentation at scientific events. |
The proposed pedagogical conception materialized in a Methodological Manual, allows teachers to prepare themselves to empower students in the process of vocational orientation as a life project towards agricultural careers from the agricultural potential of the palace community, for which it must be achieved:
- Understanding of the transformation that implies taking the vocational orientation as a life project towards agronomic careers integrating it in the different actions of the PDE with emphasis on the main path: the class, as well as in the development of the Circle of Agronomist Interest. Execution of information searches about vocational orientation as a life project towards agricultural careers, to incorporate students into the Circle of Interest: "My life project" through the use of the Methodological Manual.
The proposed Manual has the following structure:
- Presentation General objective Specific objectives Methodological requirements for the use of the Manual Introduction General recommendations Bibliography
It provides teachers with theoretical methodological requirements necessary to take into account for the implementation of the proposed Program.
Interest Circle Program, "My life project"
In the development of the Circle of Interest Program, agronomist, the participants will develop instructional and educational actions accompanied by practical tasks and activities that will give them treatment through the curricular and extracurricular route. It was conducted by the sixth grade teachers of the primary schools of the North Palace People's Council.
It enables the basic and specialized orientation of teachers, offering the possibility of incorporating creative activities that enable them to implement or update the knowledge of a general and comprehensive culture towards the different profiles of the agronomy career and thus give treatment to the agricultural potential of the palace community. It enables confrontation, develops the orientation process based on the link between the study and the work of the students, improves the teacher-student-family relations, achieves the insertion of the students into work centers, confirming the fulfillment of the functions by the profession for which you feel motivated, the exchange of experience with professionals specialized in agricultural careers is achieved,Visit and exchange with a scientist who works at the National Institute of Agricultural Sciences (INCA) located in our palace community.
The program to enhance vocational orientation towards agronomic careers from the agricultural potential of the community is aimed at preparing teachers in how to determine the potentialities and needs of students in relation to their motivation and inclination towards agronomic careers, linking it with the content. of the subjects that promote it, as well as in other PDE activities.
The contents are organized based on the problems that are currently related to the lack of motivation regarding the profession of agronomy.
Due to the problem nature of the contents of the program, the ability to explain predominates, because in it, the coincidence of knowledge is evident in the interpretation of the object of explanation, the argumentation of the initial judgments, the establishment of interrelationships between the arguments and their logical ordering, as well as the orderly exposition of judgments and reasoning. The main objective of the program is to provide the teacher with the foundations of the program aimed at promoting vocational guidance as a life project in sixth grade students through the PDE, emphasizing the fundamental problems that affect the palace community in terms of training of agricultural professionals.
Stage No.3: Evaluation and results of the pedagogical conception.
Evaluation actions to be carried out:
The use of the Manual to promote work with the Circle of Interest Program must be evaluated monthly, according to the achievement of the objective. Self-assessment is also used. The final evaluation will be the redesign of the proposed program according to the teachers' own considerations.
The evaluation of the follow-up of the pedagogical conception, to strengthen the vocational orientation process as a life project towards agricultural careers from the agricultural potential of the palace community will be the responsibility of the sixth grade teachers, of the management structure of the center in which The same is applied, from the scientific council of the center, as well as from the sub-directorate of Primary Education, which together will evaluate the results of the pedagogical conception, to strengthen the process in vocational orientation as a life project towards agricultural careers from the agricultural potential of the palace community.
In order to evaluate the proposal in practice and to validate its impact, responding to the problem and meeting the proposed objective, sources of information from the teacher were reviewed (lesson plans), instruments were applied to measure changes in the principals of the schools under study (4), sixth grade teachers (11) and selected students (30), as well as the analysis and evaluation of the operation of the Agronomy Circle of Interest as a priority of this research, the potentialities offered by the educational teaching process are analyzed. To implement vocational guidance as a life project towards agricultural careers, agreements are made based on a deeper development of activities that must be dealt with in the methodological preparations, highlighting greater responsibility,motivation in the conception, projection and planning of actions of the work system of the primary schools of the North Palace People's Council (4 schools), it was also necessary to useMETHODOLOGICAL AID, in a prudential period of time that will promote significant transformations in the preparation of teachers to empower from the direction of the process, of which they are protagonists of vocational orientation towards agricultural careers in sixth grade students.
Who? - Sixth grade teachers.
Than? - Development of the Circle of Interest Program, supported by the theoretical methodological requirements that the Methodological Manual favors in the students who, from the summons in each school, wish to participate.
How? - Through methodological work and scientific methodological work.
Where? - In the sixth grade of the primary schools of the North Palace People's Council.
When? - During the 2012 - 2013 school year
METHODOLOGICAL AID. (Generalization)
SCHOOL COURSE 2012 - 2013
OBJECTIVE: To prepare the sixth grade teachers of the primary schools of the North Palace People's Council, through the demonstration, so that they can more effectively carry out a better vocational orientation as a life project towards agricultural careers from the agricultural potential of the community palace.
The preparation of teachers is based on the study and application of the Manual, which provides them with methodological theoretical requirements that lead to its efficient use, with the aim of motivating students towards agronomy career profiles, in a pleasant, precise way., simple and motivating from the systematic treatment of each topic included in the Circle of Interest Program,, an agronomist that this Manual has, applying participatory techniques, conversations, educational talks as well as a guide to questions to facilitate their debate, These actions are of great importance, the possibility of using them to attend to the individual differences of the students, in the teaching-learning process that the school develops.In the same way, it is about demonstrating how to operate in order to achieve better results in the inclination for future agricultural careers and at the same time to improve the existing needs in the palace community.
ACTIONS TO BE TAKEN:
- Development of the agronomy circle of interest program.
The Director of the center will offer a characterization taking into account:
- Situation presented by circles of interest as well as other activities aimed at vocational orientation as a life project towards agronomic careers that are developed in the center. Brief characterization of the cognitive and affective-motivational sphere of sixth grade teachers. Regularities. Diagnosis of the students who have vocation for the profession. Redesign carried out to the collective alternative of the center for the incorporation of specific actions aimed at vocational orientation as a life project towards agricultural careers. Interactive character of the classes to enhance vocational orientation. as a life project towards agronomic careers in sixth grade students through the master task and the use of technical means.Current status of teachers' diagnosis in overcoming them in terms of vocational guidance as a life project towards agronomic careers based on instruments applied by the school. Validation was started systematizing each of the actions in the proposal.
The pedagogical conception, proposal was implemented during the school year (September 2012 - June 2013), a Methodological Manual with theoretical and methodological requirements was implemented with the aim of greater preparation of teachers, giving a better outlet to agricultural careers in the process of vocational guidance from the PDE itself, with emphasis from the class as the fundamental cell of said process and in the turn of the Circle of Interest, so when measuring its impact, we started from a detailed review of the teachers' lesson plans.
CONCLUSIONS
- The systematization carried out by authors such as Basilia Collazo, Z Matos, Maura V. González, Pedro Luis Castro Alegret, among others, allowed to broaden and deepen the trends, conceptions and theoretical and methodological requirements that currently support the vocational orientation process as a life project. from a historical-cultural perspective of human development, specifying the main routes for training towards agronomic careers, as well as the evaluation of the role that Primary Education plays. The theoretical-practical and methodological study carried out of the educational reality in the subject matter of research, allowed the author to develop a pedagogical conception that allowed integrating actions achieving transformations within the teaching process,Based on the preferences of the students to enhance vocational orientation as a life project towards agricultural careers from the palace community, the pedagogical conception was the main response to the objective set by the research, it contains a Methodological Manual that allowed the successful application of the actions of the same, in each one of the designed stages. It constitutes a work tool in the hands of the teacher where each action carried out, strengthened the vocational orientation process as a life project towards agronomic careers from the agricultural potential of the palace community, each action carried out, contributed to perfecting and expanding the professional knowledge and skills of teachers.The pedagogical conception was the main answer to the objective outlined by the research, it contains a Methodological Manual that allowed the successful application of its actions, in each of the designed stages. It constitutes a work tool in the hands of the teacher where each action carried out, strengthened the vocational orientation process as a life project towards agronomic careers from the agricultural potential of the palace community, each action carried out, contributed to perfecting and expanding the professional knowledge and skills of teachers.The pedagogical conception was the main answer to the objective outlined by the research, it contains a Methodological Manual that allowed the successful application of its actions, in each of the designed stages. It constitutes a work tool in the hands of the teacher where each action carried out, strengthened the vocational orientation process as a life project towards agronomic careers from the agricultural potential of the palace community, each action carried out, contributed to perfecting and expanding the professional knowledge and skills of teachers.It constitutes a work tool in the hands of the teacher where each action carried out, strengthened the vocational orientation process as a life project towards agronomic careers from the agricultural potential of the palace community, each action carried out, contributed to perfecting and expanding the professional knowledge and skills of teachers.It constitutes a work tool in the hands of the teacher where each action carried out, strengthened the vocational orientation process as a life project towards agronomic careers from the agricultural potential of the palace community, each action carried out, contributed to perfecting and expanding the professional knowledge and skills of teachers.
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Thesis presented as an option to the title of Doctor of Pedagogical Sciences. Havana city. 1998.GONZÁLEZ REY, F. Professional motivation in adolescents and young people. Edit. People and Education. Havana. 1982. (GONZÁLEZ REY, 1982)University of Havana. 1986. DEL DEL PINO, JL Vocational guidance at the beginning of higher pedagogical training: a proposal from a problematizing approach. Thesis presented as an option to the title of Doctor of Pedagogical Sciences. Havana city. 1998.GONZÁLEZ REY, F. Professional motivation in adolescents and young people. Edit. People and Education. Havana. 1982. (GONZÁLEZ REY, 1982)University of Havana. 1986. DEL DEL PINO, JL Vocational guidance at the beginning of higher pedagogical training: a proposal from a problematizing approach. Thesis presented as an option to the title of Doctor of Pedagogical Sciences. Havana city. 1998.GONZÁLEZ REY, F. Professional motivation in adolescents and young people. Edit. People and Education. Havana. 1982. (GONZÁLEZ REY, 1982)
