Estereotipos de género y evaluación de candidatos en Estados Unidos: evidencia de una encuesta-experimento
Estereotipos de género y evaluación de candidatos en Estados Unidos: evidencia de una encuesta-experimento
Authors
Valenzuela, Jorge
Muñoz, Carla
Montoya Levinao, Abigail
Muñoz, Carla
Montoya Levinao, Abigail
Authors
Date
2019-10-01
Datos de publicación:
Educação e Pesquisa, Vol. 44, 2018
Keywords
Motivación escolar - Estrategias motivacionales - Estudiantes de pedagogía - School motivation - Motivational strategies - Pre-service teachers
Collections
Abstract
Este artículo presenta los resultados de una investigación realizada en Chile, cuyo objetivo fue, en primer lugar, testear la hipótesis de que profesores en formación de último año tienden, mayoritariamente, a concebir las estrategias motivacionales efectivas desde una lógica de entretención, por sobre otras vinculadas más directamente con la realización de la tarea o la motivación por aprendizaje; y en segundo lugar, caracterizar las estrategias motivacionales percibidas como posibles y efectivas, agrupándolas según su foco en estrategias orientadas al aprendizaje, realización de la tarea y a la entretención. En el estudio participaron 306 estudiantes de pedagogía chilenos, de ambos sexos, de distintas universidades de la Región de la Araucanía que cursan su último año de carrera. Los resultados muestran la confirmación de la hipótesis, evidenciando una preeminencia de una concepción de la motivación escolar que se organiza en torno a la idea de entretención. Más aún, se evidencia que esta lógica de la entretención invisibiliza, en muchos casos, una concepción de la motivación escolar centrada en favorecer el deseo de aprender. Finalmente, se discuten las implicancias de estos hallazgos para una mejor formación docente y para un ejercicio efectivo de la motivación en el aula, en donde se tomen en consideración los aspectos relacionados con la entretención y la realización de la tarea, pero donde prevalezca la motivación orientada a suscitar el deseo de aprender.
This article presents results from a study conducted in Chile whose objective was to test the hypothesis that most pre-service teachers in their last year’s training tend mainly to conceive the effective motivational strategies based on the logic of amusement rather than from others more directly related to accomplishing the task or the motivation for learning. Secondly, to characterize the perceived motivational strategies as possible and effective, grouping them according to their focus on learning-oriented strategies, accomplishing the task, and amusement. The study involved 306 male/female students of Chilean pedagogy, from different universities in the Region of Araucanía who are in their final year of professional studies. The results confirm hypothesis showing the pre-eminence of a conception of school motivation organized around the idea of entertainment. Moreover, it shows that this logic of amusement, in many cases, makes invisible a conception of school motivation focused on behalf of the desire to learn. Finally, we discuss the implications of these findings to improve teacher training and to make motivation effective in the classroom where the aspects related to the amusement and accomplishing the task are taken into account, but where the motivation to arouse the desire to learn prevails.
This article presents results from a study conducted in Chile whose objective was to test the hypothesis that most pre-service teachers in their last year’s training tend mainly to conceive the effective motivational strategies based on the logic of amusement rather than from others more directly related to accomplishing the task or the motivation for learning. Secondly, to characterize the perceived motivational strategies as possible and effective, grouping them according to their focus on learning-oriented strategies, accomplishing the task, and amusement. The study involved 306 male/female students of Chilean pedagogy, from different universities in the Region of Araucanía who are in their final year of professional studies. The results confirm hypothesis showing the pre-eminence of a conception of school motivation organized around the idea of entertainment. Moreover, it shows that this logic of amusement, in many cases, makes invisible a conception of school motivation focused on behalf of the desire to learn. Finally, we discuss the implications of these findings to improve teacher training and to make motivation effective in the classroom where the aspects related to the amusement and accomplishing the task are taken into account, but where the motivation to arouse the desire to learn prevails.