Haurren autonomia goiztiarraren garapena eta Haur Hezkuntza Graduko irakaslegaiak. Aldagai parte-hartzaileak.

The aim of this study is to know the beliefs and attitudes of early childhood teacher training students concerning the autonomy of babies and toddlers (0-3). For such purpose, a questionnaire has been created and implemented, with inconsistent results initially, leading to the centering of the answe...

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Autores: Herrán Izagirre, Elena, Galende Pérez, Nuria, Etxebarria Elordui, Gorka
Tipo de recurso: artículo
Fecha de publicación:2020
País:España
Institución:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/47669
Acceso en línea:http://hdl.handle.net/10810/47669
Access Level:acceso abierto
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dc.title.none.fl_str_mv Haurren autonomia goiztiarraren garapena eta Haur Hezkuntza Graduko irakaslegaiak. Aldagai parte-hartzaileak.
title Haurren autonomia goiztiarraren garapena eta Haur Hezkuntza Graduko irakaslegaiak. Aldagai parte-hartzaileak.
spellingShingle Haurren autonomia goiztiarraren garapena eta Haur Hezkuntza Graduko irakaslegaiak. Aldagai parte-hartzaileak.
Herrán Izagirre, Elena
title_short Haurren autonomia goiztiarraren garapena eta Haur Hezkuntza Graduko irakaslegaiak. Aldagai parte-hartzaileak.
title_full Haurren autonomia goiztiarraren garapena eta Haur Hezkuntza Graduko irakaslegaiak. Aldagai parte-hartzaileak.
title_fullStr Haurren autonomia goiztiarraren garapena eta Haur Hezkuntza Graduko irakaslegaiak. Aldagai parte-hartzaileak.
title_full_unstemmed Haurren autonomia goiztiarraren garapena eta Haur Hezkuntza Graduko irakaslegaiak. Aldagai parte-hartzaileak.
title_sort Haurren autonomia goiztiarraren garapena eta Haur Hezkuntza Graduko irakaslegaiak. Aldagai parte-hartzaileak.
dc.creator.none.fl_str_mv Herrán Izagirre, Elena
Galende Pérez, Nuria
Etxebarria Elordui, Gorka
author Herrán Izagirre, Elena
author_facet Herrán Izagirre, Elena
Galende Pérez, Nuria
Etxebarria Elordui, Gorka
author_role author
author2 Galende Pérez, Nuria
Etxebarria Elordui, Gorka
author2_role author
author
description The aim of this study is to know the beliefs and attitudes of early childhood teacher training students concerning the autonomy of babies and toddlers (0-3). For such purpose, a questionnaire has been created and implemented, with inconsistent results initially, leading to the centering of the answers given by the participants employing the average of each subject for each item as individual norm. The results confirm the fragility of the development of early autonomy, because while the effect of university training on some questions in the form of informed beliefs is evident, it is poor among many others that are rather simplistic associated with the familiar educational styles experienced in childhood. We have proceeded to analyze the differences in these beliefs according to the following variables: gender, studies of origin and ownership of the center in which these studies are taken. The results obtained show significant differences by gender coherent with the feminized character of the profession and of the studies. Likewise, students that come from the Higher Degree in Pre-School Education tend to value differentially the practical aspects of the profession more than the theoretical ones. The ownership of the university center, private or public, also throws differences regarding the educational style.; Ikerlan honen helburua Haur Hezkuntza Graduko ikasleriak haur-autonomia goiztiarrarekiko (0-3 urte) dituen sinesteak ezagutzea da. Horretarako, galdetegi bat sortu eta aplikatu da, hasieran sendotasunik gabeko emaitzekin, eta hori dela eta parte-hartzaileen erantzunak zentratzeari ekin zaio. Emaitzek autonomia horren garapenaren hauskortasuna konfirmatu dute. Ikasleen sineste gutxi batzuk informatuak badira ere, hau da, unibertsitate formakuntzaren ondoriozkoak, gehienak sinplistak dira, haurtzaroan bizi izandako guraso-estiloei loturik. Sineste horiek generoaren, gradurako sarbide-ikasketen eta gradua egiten ari diren zentroaren titulartasunaren arabera aztertzeko orduan, lehenengoak koherente agertzen dira lanbide eta ikasketa hauen izaera feminizatuarekin; Lanbide-Heziketako Haur Hezkuntzako goi mailako ziklotik datorren ikasleriak lanbidearen alderdi praktikoak teorikoak baino hobeto baloratzeko joera adierazten du eta unibertsitateko zentroaren titulartasunak ere desberdintasunak agertzen ditu hezkuntza estiloa publikoa edo pribatua izatearen araberaGAKO-HITZAK: Sinesteak, haur-autonomia goiztiarra, Haur Hezkuntzako Gradua, generoa, jatorriko ikasketak, zentroaren titulartasuna ABSTRACT: The aim of this study is to know the beliefs and attitudes of early childhood teacher training students concerning the autonomy of babies and toddlers (0-3). For such purpose, a questionnaire has been created and implemented, with inconsistent results initially, leading to the centering of the answers given by the participants employing the average of each subject for each item as individual norm. The results confirm the fragility of the development of early autonomy, because while the effect of university training on some questions in the form of informed beliefs is evident, it is poor among many others that are rather simplistic associated with the familiar educational styles experienced in childhood. We have proceeded to analyze the differences in these beliefs according to the following variables: gender, studies of origin and ownership of the center in which these studies are taken. The results obtained show significant differences by gender coherent with the feminized character of the profession and of the studies. Likewise, students that come from the Higher Degree in Pre-School Education tend to value differentially the practical aspects of the profession more than the theoretical ones. The ownership of the university center, private or public, also throws differences regarding the educational style.KEYWORDS: Beliefs, early autonomy, degree in early childhood education, teacher training, filter, centered scores, gender, previous training.
publishDate 2020
dc.date.none.fl_str_mv 2020
2020
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dc.type.none.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/47669
url http://hdl.handle.net/10810/47669
dc.language.none.fl_str_mv Euskera
language_invalid_str_mv Euskera
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
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© 2020 UPV/EHU Atribución-NoComercial-SinDerivadas 4.0 Internacional
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0/
© 2020 UPV/EHU Atribución-NoComercial-SinDerivadas 4.0 Internacional
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Servicio Editorial de la Universidad del País Vasco/Euskal Herriko Unibertsitatearen Argitalpen Zerbitzua
publisher.none.fl_str_mv Servicio Editorial de la Universidad del País Vasco/Euskal Herriko Unibertsitatearen Argitalpen Zerbitzua
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
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spelling Haurren autonomia goiztiarraren garapena eta Haur Hezkuntza Graduko irakaslegaiak. Aldagai parte-hartzaileak.Herrán Izagirre, ElenaGalende Pérez, NuriaEtxebarria Elordui, GorkaThe aim of this study is to know the beliefs and attitudes of early childhood teacher training students concerning the autonomy of babies and toddlers (0-3). For such purpose, a questionnaire has been created and implemented, with inconsistent results initially, leading to the centering of the answers given by the participants employing the average of each subject for each item as individual norm. The results confirm the fragility of the development of early autonomy, because while the effect of university training on some questions in the form of informed beliefs is evident, it is poor among many others that are rather simplistic associated with the familiar educational styles experienced in childhood. We have proceeded to analyze the differences in these beliefs according to the following variables: gender, studies of origin and ownership of the center in which these studies are taken. The results obtained show significant differences by gender coherent with the feminized character of the profession and of the studies. Likewise, students that come from the Higher Degree in Pre-School Education tend to value differentially the practical aspects of the profession more than the theoretical ones. The ownership of the university center, private or public, also throws differences regarding the educational style.; Ikerlan honen helburua Haur Hezkuntza Graduko ikasleriak haur-autonomia goiztiarrarekiko (0-3 urte) dituen sinesteak ezagutzea da. Horretarako, galdetegi bat sortu eta aplikatu da, hasieran sendotasunik gabeko emaitzekin, eta hori dela eta parte-hartzaileen erantzunak zentratzeari ekin zaio. Emaitzek autonomia horren garapenaren hauskortasuna konfirmatu dute. Ikasleen sineste gutxi batzuk informatuak badira ere, hau da, unibertsitate formakuntzaren ondoriozkoak, gehienak sinplistak dira, haurtzaroan bizi izandako guraso-estiloei loturik. Sineste horiek generoaren, gradurako sarbide-ikasketen eta gradua egiten ari diren zentroaren titulartasunaren arabera aztertzeko orduan, lehenengoak koherente agertzen dira lanbide eta ikasketa hauen izaera feminizatuarekin; Lanbide-Heziketako Haur Hezkuntzako goi mailako ziklotik datorren ikasleriak lanbidearen alderdi praktikoak teorikoak baino hobeto baloratzeko joera adierazten du eta unibertsitateko zentroaren titulartasunak ere desberdintasunak agertzen ditu hezkuntza estiloa publikoa edo pribatua izatearen araberaGAKO-HITZAK: Sinesteak, haur-autonomia goiztiarra, Haur Hezkuntzako Gradua, generoa, jatorriko ikasketak, zentroaren titulartasuna ABSTRACT: The aim of this study is to know the beliefs and attitudes of early childhood teacher training students concerning the autonomy of babies and toddlers (0-3). For such purpose, a questionnaire has been created and implemented, with inconsistent results initially, leading to the centering of the answers given by the participants employing the average of each subject for each item as individual norm. The results confirm the fragility of the development of early autonomy, because while the effect of university training on some questions in the form of informed beliefs is evident, it is poor among many others that are rather simplistic associated with the familiar educational styles experienced in childhood. We have proceeded to analyze the differences in these beliefs according to the following variables: gender, studies of origin and ownership of the center in which these studies are taken. The results obtained show significant differences by gender coherent with the feminized character of the profession and of the studies. Likewise, students that come from the Higher Degree in Pre-School Education tend to value differentially the practical aspects of the profession more than the theoretical ones. The ownership of the university center, private or public, also throws differences regarding the educational style.KEYWORDS: Beliefs, early autonomy, degree in early childhood education, teacher training, filter, centered scores, gender, previous training.Servicio Editorial de la Universidad del País Vasco/Euskal Herriko Unibertsitatearen Argitalpen Zerbitzua202020202020info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/47669reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoEuskerainfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/© 2020 UPV/EHU Atribución-NoComercial-SinDerivadas 4.0 Internacionaloai:addi.ehu.eus:10810/476692026-06-18T09:23:17Z
score 15,228081

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