Las representaciones sociales sobre la educación por competencia de las educadoras en formación de noveno semestre de la universidad de pamplona ampliación cúcuta cread.

Abstract

The present research project carried out at the University of Pamplona, expansion of Cúcuta CREAD. The objective is to analyze the social representations on education by competency in the educators in formation of the ninth semester of the Bachelor Program in Child Pedagogy. We used the Theory of social representations of Moscovici (1979). The pragmatic epistemological approach was assumed with exploratory sequential mixed research design (Creswell, 2013). This method was applied in three phases. Phase I: Quantitative. A non-experimental, field-type and descriptive-level design in which the questionnaire for the data collection and study subjects was used as an instrument was a sample of 40 ninth-grade educators in training; where the four courses of systematization of investigative experiences were taken into account. Phase II: Qualitative. The method of grounded theory was applied with the data analysis procedure (open coding, axial coding, selective coding), using the in-depth interview as an instrument to obtain the data. Phase III: Integration of results. These showed that the educators in formation present a medium-low and informative-affective domain over the competence; that is, they have a wrong and confused information, a favorable attitude, but their representational field makes them confuse their conceptual information with other aspects of daily life such as competition. In conclusion, it is essential that as educators have a favorable attitude, adequate knowledge and a true evocation of what it is to educate by competition will have a better performance in their professional profile and therefore occupational.