LA PRUEBA DE ACCESO A LA UNIVERSIDAD COMO FACTOR CONDICIONANTE EN LA ORIENTACIÓN DEL BACHILLERATO.

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Bibliographic Details
Title:	LA PRUEBA DE ACCESO A LA UNIVERSIDAD COMO FACTOR CONDICIONANTE EN LA ORIENTACIÓN DEL BACHILLERATO.
Alternate Title:	THE UNIVERSITY ACCES EXAM AS A CONDITIONING FACTOR IN ORIENTATION IN THE BACCALAUREATE.
Authors:	Luzarraga Martín, Jon Mikel¹ jonmikel.luzarraga@ehu.eus, Cruz Iglesias, Esther¹ esther.cruz@ehu.eus, Sáenz Arrizubieta, Elixabete¹ elixabete.saenz@ehu.eus
Source:	Contextos Educativos. 2024, Issue 33, p261-283. 23p.
Subject Terms:	College entrance examinations, Teacher training, *Outcome-based education, Professional orientations, Work orientations, Honesty
Geographic Terms:	País Vasco (Spain)
Abstract (English):	The present work is part of the line of research on factors that contribute to school efficiency and improvement and its purpose is to provide evidence about the relationship between the training of Baccalaureate teachers, the training in student competencies and the University Entrance Examinations and the work of the Orientation Departments in order to identify aspects that contribute to an improvement of orientation at this stage. A case study of a Baccalaureate center in the Autonomous Community of the Basque Country is carried out for the purpose of knowing this reality from the perspective of professionals, parents and students of an educational center. The results indicate that the University Entrance Examinations generates a culture and expectations oriented towards the university path. In addition, it shows that it has an evaluation system that does not evaluate by competencies. The pressure exerted by preparing for the test also makes it difficult to develop competencies at this stage, as well as being strongly linked to the university pathway. It is concluded that the deep-rooted culture and the dynamics that the test generates make it difficult for individualized academic and professional orientation at this stage, many times, even leaving the path of Higher Level Vocational Training and the path of Teaching of Special Regime. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	El presente trabajo se enmarca dentro de la línea de investigación sobre factores que contribuyen a la eficacia y mejora escolar y tiene por finalidad aportar evidencias acerca de la relación existente entre la formación del profesorado de Bachillerato, la formación en competencias del alumnado, la Evaluación de Bachillerato para el Acceso a la Universidad y la labor de los Departamentos de Orientación con el fin de identificar aspectos que contribuyan a una mejora de la orientación en esta etapa. Se realiza un estudio de caso de un centro de Bachillerato de la Comunidad Autónoma del País Vasco con objeto de conocer esta realidad desde la perspectiva de los y las profesionales, progenitores y alumnado de un centro educativo. Los resultados señalan que la EBAU genera una cultura y unas expectativas orientadas hacia la vía universitaria y muestra tener un sistema de evaluación que no evalúa por competencias. La presión que ejerce la preparación de la prueba dificulta el desarrollo competencial en esta etapa. Se concluye que la cultura arraigada y la dinámica de la EBAU, dificulta una orientación académica y profesional individualizada en esta etapa, muchas veces, incluso, dejando en un segundo plano la vía de la Formación Profesional de Grado Superior y la vía de las Enseñanzas de Régimen Especial. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The present work is part of the line of research on factors that contribute to school efficiency and improvement and its purpose is to provide evidence about the relationship between the training of Baccalaureate teachers, the training in student competencies and the University Entrance Examinations and the work of the Orientation Departments in order to identify aspects that contribute to an improvement of orientation at this stage. A case study of a Baccalaureate center in the Autonomous Community of the Basque Country is carried out for the purpose of knowing this reality from the perspective of professionals, parents and students of an educational center. The results indicate that the University Entrance Examinations generates a culture and expectations oriented towards the university path. In addition, it shows that it has an evaluation system that does not evaluate by competencies. The pressure exerted by preparing for the test also makes it difficult to develop competencies at this stage, as well as being strongly linked to the university pathway. It is concluded that the deep-rooted culture and the dynamics that the test generates make it difficult for individualized academic and professional orientation at this stage, many times, even leaving the path of Higher Level Vocational Training and the path of Teaching of Special Regime. [ABSTRACT FROM AUTHOR]
ISSN:	1575023X
DOI:	10.18172/con.5554