Summary
The universalization of Higher Pedagogical Education as the center of transformations represents the basis for a comprehensive general culture, so the training of new generations of educators must be a priority of work to be developed by each manager. The objective of the research is to promote the relationship dynamics of the tutor in the comprehensive training of the teacher in training, an imperative to be considered by the different structures of the referred institution and the Pedagogical University Affiliate for the optimal training of future education professionals. Strategic management actions represent a contribution to the development of the relationship system of management structures at each management level,Its consistent application guarantees cohesion and comprehensiveness in the evaluation process of teachers in training, and favors the solution to the main contradictions between the objective reality of the educational context and the desired model.
Abstract
The universalization of the Manners Superior Pedagogic like center of the transformations, you / he / she / it represent the base for a culture general integral, for the one which the formation of the new generations of educators is supposed to constitute a priority of work to develop for each directive. The objective of the investigation is favor the dynamic of relationships of the tutor in the formation integral of the educational in formation, imperative to consider for the different structures of the referred institution and the Branch university student Pedagogic for the good formation of the professional futures in manners. The actions of strategic address represent a contribution to the development of the system of relationships of the structures of address in each directive level,their application consequence guarantees cohesion and integration in the process of evaluation of the educational in formation, and favorable the solution to the principal existent contradictions between the reality objective of the educational context and the desired model.
The changes that have been introduced in teacher training in recent years, as part of the educational revolution that has promoted numerous Programs of the Revolution, particularly those aimed at the emerging training of teachers and professors and more recently the universalization of higher education It does not only mean the adoption of new methods and styles in teaching and methodological work, although they include them, but something much more important that has penetrated the pedagogical concepts that underpin this professional training in our country.
In this sense, the school has always been present in the revolutionary way in which it has responded to the training of teachers that the educational development undertaken by the Revolution since its triumph has required. This has constituted what could be considered the revolutionary model of Cuban teacher training, since from the beginning it was understood that only in direct practice it was possible to acquire with greater speed and quality the skills required for adequate professional performance in the conditions of a education that required thousands of teachers.
In order to concretize the pedagogical principle of combining study with work, the Pedagogical University is extended to the municipal offices, starting with the Universalization process, the social assignment of these institutions being the comprehensive training of future teachers, in which it requires professionals of education, prepared, updated, committed to the Socialist Revolution and who contribute to raising the quality of education in current conditions. In this sense, in the theses on Educational Policy approved at the First Congress of the Communist Party of Cuba it is proposed:
"By the nature of his role, by the continuous contact with the students, by the prestige that his knowledge and experience give him, the teacher becomes the image of society. His disciples tend to imitate him. For this reason, his scientific and technical pedagogical training, his political, ideological and moral attitude, his conduct and his personal habits must meet the high mission that society has assigned him. Following this premise, the school as a micro-university fulfills as a first condition the location of the teaching practice students, where categorized experienced teachers have the responsibility of training them in the political-ideological, academic, labor, scientific-investigative and extensionist components.
The tutor fulfills a role of companion, mediator or counselor of the student, both in terms of the direction of their learning, and in promoting their comprehensive training. It must act as a guide, moderator, advisor or organizer, rather than as a strict transmitter of knowledge, creating the appropriate learning environments that allow covering the pedagogical objectives of the course or career, while maintaining the student with a high degree of Motivation and an attitude active enough so that it becomes the true protagonist of its learning and comprehensive training process.
Today it is possible to come up with these new concepts, since the school as a teaching center responsible for the training process of future educators, acquires great importance by linking practical activities with academic and research activities, in which teachers in training assume comprehensively all the educational processes that take place in it, all of which give a new quality to the school as a micro-university. Hence:
"In pedagogical careers, the universalization model is based on the placement of students in (…) educational centers considered as micro-universities, under the attention of the tutors who will accompany them throughout the entire career." (Castro Ruz, Fidel 2003: 4)
In this way, the model of the professional to be trained is focused on directing the professional pedagogical process in real conditions with the tutoring of a teacher of high scientific, technical, pedagogical and humanistic training, promoting responsible professional motivation, as part of its comprehensive training, under educational and production conditions, based on the ideology of the Cuban Revolution.
This article explains the dynamics of the tutor's relationship with the teacher in training and how they contribute to promoting the comprehensive training of this teacher in training.
The figure of the tutor in the context of current educational transformations
In the essence of the universalization model, the Cuban pedagogical tradition of linking the teacher in training (student of pedagogical careers, who is located in the school, micro-university with the objective of achieving the initial professional training necessary to face and solve the problems inherent to their profession, from school and for school, from work and for work) with the real purpose of the profession, under the direct and permanent action of a tutor. This constitutes one of the fundamental figures of this process, being one of the essential tasks to be fulfilled by the management structures of the microuniversity the adequate selection and improvement of tutors, where the teacher performs the practice, those who have the responsibility of their training in direct and systematic interaction,that allows them to transmit their best experiences, which implies a high honor, a challenge in current times, which is why you have to be a champion of the Revolution in Education.
The definitions about the tutor are very diverse, since they include from a reduced vision of the tutor as academic advisor or facilitator of learning, to a more transcendent and comprehensive vision that conceives him as that pedagogical agent responsible for guiding and integrating the educational influences system; including among these extreme positions, others of an intermediate nature.
(Añorga Morales, Julia 1989: 48) expresses that the tutor is that professional in whom the training and improvement of the professional and human of individuals is negotiated according to individual and social interests.
The tutor is defined by (Cortinas Bover, V; 2005: 86) as the teacher categorized as adjunct, according to the level of education, of the institution that is erected as a micro-university, which has the capacity for leadership and human sensitivity to assume conscious and responsible the direction of the training process of the future professional. It brings together the qualities that give it the opportunity to appreciate the teacher in training as a human being in its entirety, establishing relationships with them that allow them to prepare them for life, transcending what is strictly professional.
The tutor plays an essential role in the integral formation of the student and has the responsibility of integrating the system of educational influences present in the different areas of his personal development. For this, you must have a pedagogical preparation that allows you to identify the educational needs of students, perform the corresponding personalized actions and assess their effectiveness. (R / M 210/2007: 2)
The integral formation of the student is specified in a solid scientific, technical, humanistic formation with high ideological, political, ethical and aesthetic values, in order to achieve revolutionary, educated, competent, independent and creative professionals who can successfully perform in the various sectors of the economy and society in general. (R / M 210, 2007: 2)
In order to respond to such demands, it is necessary that in the professional training process, the cognitive sphere as well as the motivational and affective sphere of the students work systematically and inextricably, in order to achieve the formation and development of knowledge, skills, values and interests.
It is therefore important to reflect on the training of educators in Cuba, as its purpose is to guarantee the efficient preparation of teachers to meet the demands and needs of the school, which demands a dynamic and creative teaching profession that contributes to the comprehensive training of teachers, so that they can respond to the requirements that society imposes. This integral development of personality constitutes the central objective of the Cuban Educational Policy, an objective that acquires a particular emphasis on the training of education professionals, while the responsibility for the training and development of new generations is placed on them (Bermúdez Morris, R, 2005: 1).
Teacher training occurs in a dynamic of the personal and the social, the individual and the group, being the social, in the "last instance" determining condition of the training. In this process they are gradually being built by the subjects involved through their interactions and implications in different situations through communication and carrying out activities in which they are deployed, their personal resources, emotions, feelings, affections and conflicts.
The dynamics of the professionals' training process is “the movement that takes place in the interaction between the subjects; it is the space of construction of meanings and senses where they put their personal resources into play ”. (Fuentes, González, H, 2002: 18). “The dynamics of the professional training process as a link is the stage characterized by the interaction of students and teachers in the execution of the curriculum designed. It includes the sub-links of content motivation, content understanding and content systematization ”. (Álvarez, Valiente, I, 2002: 20).
When analyzing the contents addressed by the authors about the dynamics, it is verified that there are coincidences when dealing with what is related to the subjects as the center of the process in interaction, which allows us to suggest that the conception assumed in the present investigation corresponds to the positions conceptual given by these authors, hence the dynamics as a process is characterized by the performance of the subjects in the relationship system during the fulfillment of work objectives and mediated by determining factors among which they are identified: communication, actions, modes of behavior, as well as the transformations assimilated and transferred by each subject in the affective relational act.
Educational institutions constitute working communities for the work that is carried out in all of its members. In the same way, they constitute a system of social relations, since the interaction between its members is essential, in this regard it is expressed that: “the school is a system of social relations because it establishes direct and organized relations between the participants of the educational process ”(Blanco Pérez, A, 1997: 99).
In expressing direct relationships, this author refers to those established between managers, teachers and students, between teachers and between his students. Also included are relationships established between students. Those that are established between the directors and the teachers with the parents of the students and the community agents, which must also be considered direct because they facilitate the education process and the integration of the parties that assist in the process.
In order to achieve the tutor relationship system in the comprehensive training of the teacher in training, the timely management of this process is necessary, hence the need to address the main aspects related to leadership. The management process is conceived as the conscious influence of the management bodies on human groups in order to ensure compliance with the planned objectives.
When analyzing how the different authors conceive the concept of direction, we are faced with a range of possibilities in this sense, since the term has evolved over time and the development of science. In this regard, it is proposed:
The educational direction is considered by García Batista, G (2002: 331) as the concretion of the educational policy in a certain organizational framework; development, control and evaluation of education, taking into account the resources available and the results of the work, to achieve certain objectives. Taking into account these characteristics and others, we assume the following concept:
Scientifically directing education is: taking into account the essence of the processes that take place in the Educational Institution and firstly the future projection of the development of the institution, which means the development of people. It is then necessary to make conceptual differentiations and specify that we will understand Scientific Direction in Education.
The management of educational institutions becomes complex if it is taken into account that it adopts characteristics that distinguish it, among them two differentiate this practice: in schools the main resource is human and all direct and are directed, all individuals are therefore object and subject of the management process, hence this process has an eminently subjective character. At the core of the process of Scientific Management at MINED are Strategic Management and Management by Objectives as elements that allow achieving the essential changes that Cuban education is facing today. For these reasons, it is necessary to deal with the fundamental elements about the Strategic Direction, in this sense Alonso, S (1999: 45) considers that the Strategic Direction in MINED:
«It is the process of continuous diagnosis of educational development, which is carried out under the leadership of the Party and in coordination with the political, social and mass organizations, the other organisms, the family and the community; to fulfill the Main Directions and the State Objectives that specify the communist formation of the new generations and the school model that is required for this, by optimizing the teaching-educational process, joint methodological training and reference centers. »
From here and taking into account the current conditions of universalization of Higher Education, it is considered prudent to adapt it to the current conditions of the process of universalization of the training of teaching staff in Higher Pedagogical Education and consider that the Strategic Direction It is a process that, taking into account the essential elements of educational policy and its regulatory framework, allows decisions to be made that are expressed in missions, objectives, and goals, as well as policies and plans that consciously and continuously organize viable alternatives, where analysis and action are integrated, and the strengths of the educational community are used to generate changes that allow the achievement of the expected results in the short and long term.
All of the aforementioned justifies that when a correct direction is applied in the dynamics of the tutor's relations during the training of the teacher in training, a significant transformation is achieved characterized by the understanding in the exchanges of the subjects in the micro-university, mediated by communication as an essential element that facilitates the change of attitude of the subjects during the fulfillment of the objectives and work priorities. Changes in the quality of the results of the work with the teachers in training are appreciated, since they achieve a positive transformation, appreciated in the performance, behavior and consolidation of the processes in which they act.
These changes, from the psychosociological point of view, also favored consolidating the interaction of the subjects during the process, showing stability, quality in the development of activities, systematic link with the rest of the pedagogical group of the micro-university, as well as commitment and sense of belonging in the fulfillment of his functions as a teacher in training. It is also evident in them, the change experienced characterized by the improvement of the academic, investigative, labor, political, ideological and extensionist components, an aspect that has had a relevant impact on the social behavior of these subjects during the development of work practice.
It is interesting to consider that the socializing agents who intervene systematically carry out a system of influences during the relationships established with the teachers in training, who use methods and styles of leadership that positively affect the transformation of the modes of action of tutors during the comprehensive training process for teachers in training. In the managers a personal growth is appraised. The attitude assumed by these factors represents a sample of consolidation in the performance of their functions as school directors as micro-universities, which enables tutors to establish stronger relationships with teachers in training.
The diagnosis of each student constitutes a subject that continues to work, in this regard essential elements are incorporated that have to do with their performance outside the educational context and in the social plane, a condition that also represents a contribution to work with the objective of research for the relationship it presents in the initial training of the future professional in the educational field.
The relationship dynamics of the tutor with the teacher in training allowed to show a significant transformation in the performance and professional development of the tutors, which made it possible to consolidate the relationship of this agent with the teacher in training, from an organizational conception characterized by the understanding between the subjects.
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