Competences, characteristics and institutional environment of educators at children shelters
In Mexico, shelters for abused or neglected children are required to guarantee minimum levels of wellbeing (Gobierno de México, 2002). The work that educators engage in at these shelters is very important and has to be qualified and supervised (Gobierno de Brasil, 2007). Regarding this matter, the t...
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Consorcio de Universidades Mexicanas A.C.
2012
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Serrano Arias, Martha E. Frías Armenta, Martha |
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Serrano Arias, Martha E. Frías Armenta, Martha Competences, characteristics and institutional environment of educators at children shelters |
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Serrano Arias, Martha E. Frías Armenta, Martha |
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Serrano Arias, Martha E. |
| title |
Competences, characteristics and institutional environment of educators at children shelters |
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Competences, characteristics and institutional environment of educators at children shelters |
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Competences, characteristics and institutional environment of educators at children shelters |
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Competences, characteristics and institutional environment of educators at children shelters |
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Competences, characteristics and institutional environment of educators at children shelters |
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competences, characteristics and institutional environment of educators at children shelters |
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In Mexico, shelters for abused or neglected children are required to guarantee minimum levels of wellbeing (Gobierno de México, 2002). The work that educators engage in at these shelters is very important and has to be qualified and supervised (Gobierno de Brasil, 2007). Regarding this matter, the theory of Social Education stresses the relevance of an educator as someone who is able to taking care of vulnerable groups like children and teenagers (AIEJI, 2007). Therefore, the objective of this study was to analyze the educators’ competency, their personal characteristics, and institutional environment at public and private shelters in Hermosillo, Sonora, Mexico. One hundred-and-seventeen educators at seven institutions devoted to shelter abused or poor children participated in the study. The instrument was an evaluation scale based on the established indicators of the White Book for a degree in Pedagogy and Social Education (Libro Blanco, ANECA, 2005). The participants were interviewed in the shelters they worked at. Univariate statistics, Cronbach’s alphas and correlations were obtained to analyze the data. Language & reasoning resulted significantly correlated with educative functions (.26) and with commitment with own identity (26); satisfaction of needs and commitment also resulted significantly related to own identity (.22) and to language and reasoning (.39). One more significant correlation resulted between schooling and interpersonal abilities (26). Age was correlated with time on the job (.48), schooling (-.19), satisfaction of needs (.25) and language and reasoning (.19). These results show the importance of institutional environments in the development of educational functions and institutional commitment of educators |
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Consorcio de Universidades Mexicanas A.C. |
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2012 |
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https://psicumex.unison.mx/index.php/psicumex/article/view/228 |
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oai:https:--psicumex.unison.mx-:article-2282021-08-15T06:43:21Z Competences, characteristics and institutional environment of educators at children shelters Competencias, características y ambiente institucional en educadores de albergues infantiles Serrano Arias, Martha E. Frías Armenta, Martha Competencies social educators shelters children Competencias educadores sociales albergues menores In Mexico, shelters for abused or neglected children are required to guarantee minimum levels of wellbeing (Gobierno de México, 2002). The work that educators engage in at these shelters is very important and has to be qualified and supervised (Gobierno de Brasil, 2007). Regarding this matter, the theory of Social Education stresses the relevance of an educator as someone who is able to taking care of vulnerable groups like children and teenagers (AIEJI, 2007). Therefore, the objective of this study was to analyze the educators’ competency, their personal characteristics, and institutional environment at public and private shelters in Hermosillo, Sonora, Mexico. One hundred-and-seventeen educators at seven institutions devoted to shelter abused or poor children participated in the study. The instrument was an evaluation scale based on the established indicators of the White Book for a degree in Pedagogy and Social Education (Libro Blanco, ANECA, 2005). The participants were interviewed in the shelters they worked at. Univariate statistics, Cronbach’s alphas and correlations were obtained to analyze the data. Language & reasoning resulted significantly correlated with educative functions (.26) and with commitment with own identity (26); satisfaction of needs and commitment also resulted significantly related to own identity (.22) and to language and reasoning (.39). One more significant correlation resulted between schooling and interpersonal abilities (26). Age was correlated with time on the job (.48), schooling (-.19), satisfaction of needs (.25) and language and reasoning (.19). These results show the importance of institutional environments in the development of educational functions and institutional commitment of educators En México, los albergues infantiles son requeridos para garantizar niveles mínimos de bienestar (Gobierno de México, 2002) a niños víctimas de violencia y abandono. En estos albergues, la presencia del educador que cuida de ellos es de suma importancia y ha de ser capacitado y supervisado (Gobierno de Brasil, 2007). A este respecto, la educación social sustenta en su teoría el perfil de un educador capaz de atender de manera directa a los grupos vulnerables, incluidos niños y adolescentes (AIEJI, 2007). De aquí se desprende que el objetivo del presente estudio sea el análisis de las competencias, características personales y ambiente institucional de los educadores que laboran en albergues de Hermosillo, Sonora, México. Los participantes fueron 117 educadores de 10 instituciones de asistencia social, dedicadas al albergue de menores maltratados o en situación de riesgo. El instrumento fue una escala de evaluación basada en los indicadores del Libro Blanco (ANECA, 2005). Los participantes fueron entrevistados en los albergues donde se encontraban trabajando. Se computaron estadísticas univariadas alfas de Cronbach y coeficientes de correlación para el análisis de datos. Las correlaciones significativas fueron encontradas entre lenguaje, razonamiento y funciones educativas de los educadores (.26) y con compromiso con la propia identidad (26); la satisfacción de necesidades se relacionó con compromiso con la propia identidad (.22) con lenguaje y razonamiento (.39); y último grado de estudios con habilidades interpersonales (26). La edad se correlacionó con la antigüedad (.48), el último grado de estudios (-.19), satisfacción de necesidades (.25) y lenguaje y razonamiento (.19). Estos resultados muestran la importancia del ambiente institucional en el desarrollo de las funciones educativas y el compromiso con la institución de los educadores Consorcio de Universidades Mexicanas A.C. 2012-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://psicumex.unison.mx/index.php/psicumex/article/view/228 10.36793/psicumex.v2i1.228 Psicumex; Vol. 2 No. 1 (2012): PSICUMEX Semestral Journal January - June 2012; 4-18 Psicumex; Vol. 2 Núm. 1 (2012): PSICUMEX Revista Semestral Enero - Junio 2012; 4-18 2007-5936 spa https://psicumex.unison.mx/index.php/psicumex/article/view/228/175 |
