EXIGENCIAS PROFESIONALES DEL ANIMADOR/A: COMPETENCIAS CLAVE.
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| Title: | EXIGENCIAS PROFESIONALES DEL ANIMADOR/A: COMPETENCIAS CLAVE. |
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| Alternate Title: | PROFESSIONAL REQUIREMENTS FOR A SOCIOCULTURAL ANIMATOR: KEY COMPETENCES. REQUISITOS PROFISSIONAIS PARA UM ANIMADOR SOCIOCULTURAL: COMPETÊNCIAS BÁSICAS. |
| Authors: | Luisa Sarrate Capdevila, Maria1 msarrate@edu.uned.es, Luis García Llamas, José1 jlgarcia@edu.uned.es, Pérez Serrano, Gloria1 gloriaperez@edu.uned.es |
| Source: | Pedagogía Social. Jul-Sep2013, Issue 22, p75-89. 15p. |
| Abstract (English): | This article comes froma project sponsored by AECID3 of Educational Intervention on Social contexts and it approaches a specific dimension. As they contribute to solve several problems, sociocultural professionals claim for higher recognition. Given their superior studies they have been able to open a professional specific space. Their CV now includes aptitudes, abilities andskills toperform a job linked to several scenarios and contexts. The goals of this research are either to identify the key competences of the sociocultural animator that contribute to work efficiently and to detect their educational needs. A multi methodological approach has been used. A survey was made to sociocultural animators allover Spain, with a reliability of 0,930 Cronbach's alpha. Semi organized interviews were made to key informants. 376 surveys were received back. The SSP program was used for statistical treatment for quantitative data, including variance and factorial analysis. Atlas-ti was used for qualitative data. In order to classify the results, competences were divided into three categories: methodological, planning and generic, confirming that the sociocultural workers have the mona high degree. The factor analysis reflects that the three initially proposed working fields linked to professional performance became four with the empirical work. There is a goodidentification between the methodological and planning competences, while the generic is divided into: generic and transversal. A combination of themcreates the professional profile, a compulsory reference source. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este artículo es fruto de un proyecto financiado por la AECID sobre Intervención Educativa en Contextos Sociales y aborda una dimensión específica de lamisma. Los profesionales de la animación sociocultural reclaman unmayor reconocimientopuestoque contribuyen a resolvermúltiples problemas. Han tenido la habilidad de abrir un espacio profesional específico, a lo que ha contribuido que su formación haya alcanzado nivel universitario. Su curriculum incluye aptitudes, habilidades y destrezas para ejercer una labor vinculada a diversos escenarios y contextos. Esta investigación persigue, por un lado, identificar las competencias clave del animador/a que contribuyen a lapráctica eficazde suprofesión y,por otro, detectar sus necesidades formativas. Se ha utilizado unametodologíamultimétodo. Se elaboró un cuestionario para animadores socioculturales de todo el estado español, con una fiabilidad del 0,930, alpha de Cronbach. Se efectuaron entrevistas semiestructuradas a informantes claves. Se recibieron 376 cuestionarios. El tratamiento estadístico se realizó con el programa SPSS para los datos cuantitativos, entre ellos el análisis de varianza y factorial. Para los cualitativos se empleó el Atlas-ti. Para el tratamiento de los resultados las competencias se sistematizaron en tres categorías: metodológicas, deplanificacióny genéricas, constatándose que los animadores las desempeñan en alto grado. Tambiénsehanidentificadolasqueprecisanmejorar. El análisis factorial confirmatorio refleja que la propuesta inicialdetres campos vinculados a la actividad profesional, se ha transformado en cuatro en el trabajoempírico. Existeunabuena identificaciónconlas competenciasmetodológicas ydeplanificación,mientras que las genéricas se han desglosado en dos: genéricas y transversales. Todas ellas identifican el perfil de este profesional, fuente obligada de consulta. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Como eles contribuempara resolver vários problemas, os profissionais socioculturais reivindicar maior reconhecimento. Dado os seus estudos superiores têmsido capazes de abrir umespaço específico profissional. Seu currículo inclui agora aptidões, habilidades e competências para realizar um trabalho ligado a diversos cenários e contextos. Os objetivos desta pesquisa são tanto para identificar as competências essenciais do animador sociocultural que contribuampara trabalhar de forma eficiente e detectar suas necessidades educacionais. Foi utilizada uma abordagemmultimetodológica. A pesquisa foi feita para animadores socioculturais emtoda a Espanha, comuma confiabilidade de alfa de Cronbach 0930. Entrevistas semi-organizadas foramfeitos cominformantes-chave. 376 inquéritos foram recebidos de volta. Oprograma SSP foi utilizado para o tratamento estatístico dos dados quantitativos, incluindo variância e análise fatorial. Atlas-ti foi usado para dados qualitativos. Para classificar os resultados, as competências foramdivididas emtrês categorias:metodologia, planejamento e genérico, confirmando que os trabalhadores socioculturais tê-los em um alto grau. A análise fatorial reflete que os três campos de trabalho propostos inicialmente ligados ao desempenho profissional tornou-se quatro com o trabalho empírico. Há uma boa identificação entre as competências metodológicas e de planejamento, enquanto o genérico está dividido em: genérico e transversal. A combinação dos dois cria o perfil do profissional, uma fonte de referência obrigatória. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | This article comes froma project sponsored by AECID3 of Educational Intervention on Social contexts and it approaches a specific dimension. As they contribute to solve several problems, sociocultural professionals claim for higher recognition. Given their superior studies they have been able to open a professional specific space. Their CV now includes aptitudes, abilities andskills toperform a job linked to several scenarios and contexts. The goals of this research are either to identify the key competences of the sociocultural animator that contribute to work efficiently and to detect their educational needs. A multi methodological approach has been used. A survey was made to sociocultural animators allover Spain, with a reliability of 0,930 Cronbach's alpha. Semi organized interviews were made to key informants. 376 surveys were received back. The SSP program was used for statistical treatment for quantitative data, including variance and factorial analysis. Atlas-ti was used for qualitative data. In order to classify the results, competences were divided into three categories: methodological, planning and generic, confirming that the sociocultural workers have the mona high degree. The factor analysis reflects that the three initially proposed working fields linked to professional performance became four with the empirical work. There is a goodidentification between the methodological and planning competences, while the generic is divided into: generic and transversal. A combination of themcreates the professional profile, a compulsory reference source. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 11391723 |
| DOI: | 10.7179/psri_2013.22.06 |
