This article presents the experience followed with the organization of preparation designs for educational cadres in the province of Villa Clara with the aim of contributing to their professional pedagogical performance, structured through three micro-cycles of improvement where the graduates, in the opening stage of the work system of the province. This improvement has been complemented with the methodological work planned to be carried out in the methodological help visits.
The results verified in the evaluation of the diploma course, the performance of the educational cadres, in the visits made, and the three validations carried out at the conclusion of each microcycle showed that the educational cadres increased their preparation and evaluated with very good acceptance the diplomas, as well as the set of activities developed.
Abstract
In the article is presented the experience followed with the organization of the preparation designed for the educational professionals in the province of Villa Clara with the objective of contribute to their professional pedagogical performance, structured by means of three micro-cycles of preparation where the courses are developed, in the opening stage of the work system of the province. This preparation has been complemented with the methodological work planned to be developed in the visitis of methodological aid.
The proven results in the evaluation of the course, the performance of the educational professionals in the visits made, and the three validations made at the conclusions of three micro-cycles proved that the professionals raised up their preparation and evaluated with a very good acceptance the courses and the group of developed activities alike.
Summary:
The contemporary world, characterized by complex changes in the political, economic and social order, where knowledge constitutes a strategic factor of great importance for the development of nations; The preparation of people who occupy leadership roles in organizations, who are required to achieve a higher level of professionalism and performance, acquires an increasingly relevant value. No sector in any country escapes this imperative.
One of the fundamental components of the leadership preparation process are the teaching-learning actions in which they participate during the processes they lead, the methods they use and the very development of the functions assigned to them, which can take place under the most difficult conditions. various forms and conditions, in correspondence with the objectives with which they are designed and developed.
Many have been the concepts of preparation and improvement given by different authors, all of them have generated a strong theoretical discussion in this regard. Thus, Martínez, C reflects it in his doctoral thesis and expresses: preparation in the broad sense of the word is seen as: the appropriation of basic knowledge (Morales, S I. 2003); conscious and directed process (Quintana, O. 2007); planned process (Pacheco, M J. 2007); knowledge of a certain subject, (Encarta 2008)
Applied to management, preparation has been understood as: the appropriation of basic knowledge and elementary experiences necessary to direct (Morales, S I. 2003); training actions to guarantee better professional performance (Quintana, O. 2007).
While improvement in the general sense of the word is conceptualized as: purpose of updating and perfecting current and / or perspective professional performance (Añorga, J. 2000); a process that has a continuous, prolonged, permanent character (Valiente, P. 2001); teaching-learning processes that enable graduates to acquire and continuously improve their knowledge (Andreu, N. 2005); intentional process aimed at the permanent training, updating, professional and human improvement of the leader for an effective, efficient and effective performance (Lazo, O. 2007) and other authors such as Machado, B. (1990) and Valiente, P. (2001) they see these processes in an integrated way. The first speaks of the process of improvement and development and the second of training and improvement of leaders.
From the analysis of the concepts of preparation and improvement referred to above, the following trends are determined:
1.-They constitute separate processes, 2.-They are aimed at improving performance, 3.-They are directed to the training process, 4.-They lead to development.
The author shares the criteria of Dr. Olga Quintana, (2008: 12,13) and conceives it as follows:
" The preparation understood by the knowledge that people have in certain matters and aspects of reality, which are accompanied by the experiences that man reaches in life, in relationships with the group; in the historical-social practice where they grow and prepare to elevate their professional performance. "
The author understands it as a broader process, since:
“The educational cadres are prepared during their training as educational professionals and in the performance of responsibilities they acquire knowledge of the management that is expanded in various ways. Professional training includes basic training actions for their professional pedagogical performance.
While the improvement is more specific, directed to a specific purpose and contributes to the preparation, for which the Professional Improvement is conceived as the set of pedagogical processes that enables graduates to acquire and continuously improve knowledge, skills and values required for a better performance of their responsibilities and assigned functions ”.
Training is restricted to the development of actions to train men in the workplace, it is much more specific than the previous ones, although it is aimed at a specific purpose, with emphasis on the development of skills. Training contributes to preparation.
In this work, the preparation of educational cadres is conceived as a permanent and personalized process where creativity aimed at solving professional problems is developed, capable of generalizing their knowledge, which is an innovator of their own practices for which it needs the development of skills and procedures that modify working methods in educational practice, a necessary condition to raise the quality of education.
This is in correspondence with the reflection that appears in the National Strategy for the Preparation and Improvement of the State and Government Staff and their Reserves, where preparation and improvement as a systematic and continuous process of training and development of staff and their reserves, and always in correspondence with the strategic objectives of the organization.
What differs from the conception given by the author in that preparation and improvement are analyzed as the same process and not improvement as a complement to preparation and at the same time training is implemented, since it reflects on the practice of educational cadres in their professional performance and the preparation is encouraged from a harmonic combination of improvement, necessary for this type of education professional designed through postgraduate courses, training from the workplace in the development of methodological help visits, and carrying out other methodological activities. Therefore, the preparation in its broadest sense, aimed at the development of these management cadres, is revealed.
Permanent training of the cadres and their reserves is understood as “a process derived from the management activity itself, in order to achieve the pedagogical and management skills, which facilitate better performance in accordance with the outlined policies and the strengthening of relationships. of direction to respond in an experiential way to the needs of each one in a continuous way, enabling their active, transformative and self-transforming character. "
To materialize this purpose, the Félix Varela University of Pedagogical Sciences in Villa Clara, in coordination with the Provincial Directorate of Education, defined the strategy to improve the cadres, which is based on the completion of diplomas to fifteen layers of cadres, organized in Four micro-cycles of improvement, in October, January, April and June, in the first stage of the work system, this improvement is complemented with the methodological work that is designed from the diagnosis and that as essential content contains what is addressed in the improvement.
The three microcycles were applied in the following way:
First micro cycle:
Objective: To assess the levels of self-evaluation that the directors of mixed centers have on the first micro-cycle of preparation and improvement received for the first stage of the work system.
Evaluate the results achieved during the execution of the process of preparation and improvement of the directors
Second micro cycle:
Objective: To assess the levels of self-evaluation that the directors of mixed centers have on the second micro-cycle of preparation and improvement received for the second stage of the work system.
Third micro cycle:
Objective: To assess the levels of self-evaluation that the directors of Mixed Centers have on the third micro-cycle of preparation and improvement received for the third stage of the work system, systematizing a methodology.
For each cycle of the research three stages were determined:
Diagnostic stage: the preparation needs are determined in all the boxes based on the conceptions of the comprehensive psychopedagogical diagnosis, issued by Nieto Almeida E., in his doctoral thesis, he also considers his work experience in this aspect, using the approach conceptual methodological diagnosis, refers to the knowledge evaluation of the development of the personality, its resources, potentialities and limitations, which makes possible a prognosis of its performance, and of the aspects and intervention actions that can be carried out.
The principles of diagnosis that guided the research are those proposed by the aforementioned author and are listed below:
• Principle of the scientific research approach to educational practice. Principle of the humanistic approach. Principle of the systemic and holistic approach. Principle of the unity of the collective and affective in personal elaborations. Principle of the dialectical relationship between group work and personalized construction. Principle of the necessary relationship between anticipation, empowerment and prevention in pedagogical practice. Principle of social historical development. Principle of the empowering approach.
Execution stage: the professional improvement actions conceived and elaborated are introduced, the previous diagnosis is taken as a basis and the proposed plan as a fundamental aspect, and it is reflected in each cycle how to enrich the theory to better understand the practice and act on it.
Evaluation stage: the evaluation is carried out, as a process and as a result, of the preparation actions, it is directed as a way of verifying its effectiveness in pedagogical practice. The results obtained showed the transformations produced in the tables, which showed a better preparation for their performance.
In this process, all those aspects that were presented during the experience were recorded.
As a result of the implementation of the methodology followed in the micro-cycles of improvement that allowed to develop a diploma for the cadres, complemented with the methodological help visits and the methodological work directed to them, a better preparation demonstrated in professional performance was achieved pedagogical verified in the visits made, the results of the diploma course, and an important role was constituted by the validations carried out at the end of each microcycle. The harmonious linking of the different ways of work for the constant elevation of the pedagogical professional performance of the educational cadres becomes an imperative of these times, if it is understood that the development of the personality of the present and future generations is in their hands.
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