Summary
The research is based on the insufficiencies presented by the overcoming of Therapeutic Physical Culture teachers, linked to the care of the elderly in the Isle of Youth, which has an unfavorable influence on their work performance. In this sense, the thesis proposed as an objective, to determine the needs for improvement of Therapeutic Physical Culture teachers, linked to the care of the elderly in the Isle of Youth, taking into account as theoretical foundations the concepts of Advanced Education, its components of training and development, The General Systems Theory and the systemic approach associated with it, the conceptions of Contemporary CFT Didactics, as well as the professional and human improvement of the research subjects.
Abstract
The research part of the current shortcomings in the improvement of teachers of Physical Therapy, related to elderly care in the Isle of Youth, which adversely affects job performance. In this regard the thesis set a goal, determine the needs of improvement of teachers of Physical Therapy, related to elderly care in the Isle of Youth, considering the theoretical basis conceptions of Advanced Education, its training and development components, General Systems Theory and the ecosystem approach associated with it, the conceptions of the Teaching of Contemporary therapeutic Physical Culture and the professional development and human research subjects.
Introduction
Postgraduate studies in Cuba are part of a higher education system whose construction began in the year 59; Through a system of successive reforms (1962, 1976, 2004), all the elements of higher education went through a permanent transformation, seeking to adapt to the socio-political model that served as its base. At present, as a result of all this process of expansion, intensification and improvement of higher education, one can speak of a network of institutions and an infrastructure that allows the aforementioned trend to become consolidated.
Some authors argue that postgraduate education develops a set of activities aimed at meeting diverse needs for knowledge and training (Fernández Núñez, 1998), which are organized into two fundamental aspects or subsystems:
- Professional development Academic training
“Professional improvement constitutes a set of training processes that enable university graduates to acquire, expand and continuously improve the knowledge and basic and specialized skills required for a better performance of their responsibilities and work functions, as well as for their cultural development. integral." (MONTH, 2004)
The main objective of this aspect is to contribute to raising the effectiveness and quality of work and cultural training of higher education graduates. The main forms of professional improvement are Courses, Trainings and Diplomas. In the Postgraduate Regulations (MES 2004) it is specified as other forms: self-preparation, specialized conferences, workshop, seminar, scientific debate, meeting to exchange experiences and others that allow the study and dissemination of progress of science, technology and art.
The fundamental tendencies of the Cuban postgraduate, in the 90's, according to Fernández; Núñez (1998), are summarized in the following aspects:
- Postgraduate education increases its importance in HEIs and in terms of student volume it gradually displaces undergraduate teaching. Postgraduate activity is coextensive with the distribution of HEIs, which cover the entire national territory. This allows attention to the needs for improvement of professionals. The subsystems of professional improvement and academic postgraduate are articulated and complemented to satisfy different social demands, as well as those of the academic sector. The international projection of the Cuban postgraduate as a vehicle is increased. it strengthens the international relations of HEIs, favors academic exchange and with it the scientific and professional level of professors and researchers.
In subsequent analyzes, these authors (Fernández; Núñez, 2000) refer to the leap experienced by the postgraduate degree in terms of the training of doctors, the increase in master's degrees and the number of students at this level, as well as the quality evaluation systems of the postgraduate courses, their social impact and also as a fundamental vehicle in the international reintegration of the Cuban university, in its opening to new academic spaces, in search of profitable exchanges. This is reflected in the trends proposed by the aforementioned authors, when they point out:
- The demands of our national development, the characteristics of our higher education and the challenges imposed by global competitiveness, accentuate in our culture the perception of the value of continuing education as a condition of social, economic and cultural advancement. The postgraduate benefits from this perception and serves to promote it through the verification of its impacts. The postgraduate has become a relevant function of our universities; in several of them their volume is greater than the undergraduate studies. It can be suggested that university activity as a whole is influenced by the expansion of postgraduate studies. The approaches and practices aimed at guaranteeing the quality of postgraduate courses have been considerably modified;Postgraduate evaluations have become daily activities carried out by collective actors responsible for their execution. The culture of evaluation has been advancing. The notable progress in doctoral policy and in master's level training offers renewed opportunities for scientific research, technological development and innovation, at the same time that it forces to fine-tune the policies that make possible more fruitful interactions between all these dimensions of the development of knowledge, science and technology. The postgraduate programs of our universities consolidate their relationships with the training and training strategies developed by organizations, companies and territories. The locus of graduate school is not just the university; rather, it extends to various social settings.University knowledge thus becomes socially significant knowledge.
With the implementation of the C Study Plans as of 1990, and its broad-profile conception that presupposes the process of specialization in the Fourth Level of Education, Postgraduate Education, it came to occupy an essential place in the continuity of professional development.
The elements discussed above allow us to specify some initial conclusions about the characteristics of the process of improvement with those of Physical Culture professionals, linked to care for the elderly and they are:
- The improvement actions have had an eventual and not very systemic nature, which is associated with the lack of an improvement strategy that gives continuity to undergraduate training. The diploma and postgraduate courses have been used as almost unique forms of improvement, without offering a priority to the forms of improvement in the workplace and the tutorials There is no coordinated action between the Faculty of Physical Culture of the Isle of Youth and the methodological structures in the design and execution of improvement actions coherent, manifesting a divorce with the actions of the methodological work. The relationship with the undergraduate training, nor the individual interests of the graduate, is not taken into account in the design of the improvement.
The criteria previously raised could be confirmed during a diagnostic study carried out in 2010, which aimed to: Diagnose the educational needs for the improvement of CFT teachers, linked to the care of the elderly in the Isle of Youth.
In determining the content of the diagnosis, from the methodological point of view, the variable was taken into account as the most general aspect, as dimensions those aspects contained in the variable and that still have a general character and as indicators the aspects more specific. The execution of the improvement process of the CFT teachers was considered as a variable, linked to the care of the elderly in the Isle of Youth and as dimensions the planning and organization of the improvement process, the development of the improvement actions and the main limitations and impact of the improvement actions.
The study population consisted of 31 graduates of the FCFIJ, who worked as CFT teachers, linked to the care of the elderly in the Isle of Youth. The diagnostic instruments were applied to 100% of the population. For the diagnostic study, the techniques of the survey, the interview; the document analysis method, as well as the triangulation procedure to face and contrast the data obtained. These are explained below:
Surveys: Two (2) questionnaires were applied:
Questionnaire No 1: To a municipal CFT methodologist.
Interviews: Two (2) types were conducted.
Group interview: It was carried out with the 31 CFT teachers, linked to the care of the elderly in the Isle of Youth.
Individual interview. Made to leaders and officials of the FCFIJ linked to improvement, they were: Vice Dean of Research and Improvement, methodologist of improvement and the coordinator of the sub-system of improvement in the municipality.
Document analysis: The content of the Strategy for Overcoming the Therapeutic Physical Culture Subsystem of INDER for the five-year period 2005-2010 was analyzed for regular day course and regular course for athletes).
Main considerations derived from the analysis of the information collected
Using the triangulation of the data provided by the different applied techniques, it was possible to arrive at the following considerations:
- It is appreciated, both collectively and individually, the lack of adequate precision in the objectives and tasks in correspondence with the characteristics of this stage of professional development. It is evident that the specificities of the CFT professors were not taken into account in the Strategy for Overcoming the Subsystem of the CFT of INDER, which implies their incorporation into the overcoming actions established for the mass of graduates in the country. In the activities of improvement in the job, the objectives and tasks are not defined in correspondence with the individual characterization established from the diagnosis of educational needs The main forms of improvement in the job used with the CFT teachers,Methodological preparation, debates, consultations, seminars and self-improvement have been linked to the care of the elderly in the Isle of Youth. Outside of the job, the form of improvement that has been used the most is the postgraduate course. This confirms what has previously been stated in relation to the lack of harmony between the forms developed in and outside the workplace and between the forms of self-improvement and methodological work. To determine the content of the self-improvement actions, they were only taken into account. It takes into account the job functions related to the CFT class, without considering the characterization of the initial training exit, and the individual needs.These aspects make it clear that during planning and organization the continuous nature of improvement from undergraduate training is not taken into account, which limits the coherent and systematic development of the professional and highlights the little relevance in the design of the improvement actions developed. The content of the improvement has been focused on aspects related to: the organizational-methodological and didactic-pedagogical conception in the direction of the CFT class, massage techniques and tourist animation. and execution of the teaching-learning process aimed at the improvement of CFT teachers, it is appreciated: the non-promotion towards research of professional practice, the insufficient use of group work,the little consideration of the individual particularities and expectations of the participants, the predominance of a theoretical approach in the contents that are taught, the insufficient stimulation of reflection and inadequacies in the evaluation of the learning that the graduates achieve. the improvement actions developed with recent graduates who work as CFT teachers, linked to the care of the elderly in the Isle of Youth, which is evidenced in the insufficient development of professional skills detected by the supervisors of their work activity and the teachers' own criteria The CFT teachers express dissatisfaction with the improvement process received, which are related to the dissemination and the limited supply of courses,Diplomas and other forms of improvement, as well as the limitations in the professional development of human resources to promote these forms of improvement.
From the analysis of the antecedents addressed at the beginning and the considerations derived from the diagnosis carried out, it was possible to conclude that the process of overcoming CFT teachers, linked to the care of the elderly in the Isle of Youth, requires:
- A conception that gives it a continuous, flexible, systematic and systemic character. Consider in the planning of collective and individual actions the definition of the objectives, tasks and actions to be carried out, the selection of the right moment to carry them out, the variety of forms, as well as taking into account individual needs, the criteria of those involved, the functions of the job and the output levels in undergraduate training.Take into account in the conception and execution of the teaching-learning process aimed at the overcoming recent graduates, among others, the following requirements: consideration of the characteristics of these learning subjects, the priority of group work, the predominance of practical activities,the need for tutorial work in the workplace and the adequate definition of the non-personal components of the pedagogical process Greater involvement of the FCFIJ in the work of monitoring the graduate in close coordination with the methodological structures of the municipality, with two objectives essential: to achieve a continuous and coherent professional development of the professionals who graduate and to perfect the training and improvement programs in the undergraduate and postgraduate degrees respectively.achieve continuous and coherent professional development of graduates and improve training and improvement programs in undergraduate and graduate studies respectively.achieve continuous and coherent professional development of graduates and improve training and improvement programs in undergraduate and graduate studies respectively.
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