Bibliographic Details
| Title: |
FORMACIÓN INICIAL Y CONTINUA DEL PERSONAL ASESOR TÉCNICO PEDAGÓGICO DE LENGUAJE ORAL Y ESCRITO EN MÉXICO. |
| Alternate Title: |
INITIAL AND CONTINUOUS TRAINING OF PEDAGOGICAL TECHNICAL ADVISORS OF ORAL AND WRITTEN LANGUAGE IN MÉXICO. |
| Authors: |
Velázquez Wong, Karime1 karime.velazquezwong@alum.uca.es, Sánchez Rodríguez, Susana1 susana.sanchez@uca.es |
| Source: |
Contextos Educativos. 2026, Issue 37, p227-250. 24p. |
| Subject Terms: |
*Occupational training, *Employee training, *Written communication, *Primary education, *Education policy, Professional identity, Oral communication |
| Geographic Terms: |
Baja California (Mexico : Peninsula) |
| Abstract (English): |
The study aimed to identify and analyze the initial and ongoing training received by Technical Pedagogical Advisors (TPAs) to intervene in the development of oral and written language during the first cycle of primary education. A qualitative design with purposive sampling was adopted, consisting of seven TPAs at the primary education level with more than 10 years of service in Baja California and Baja California Sur. Data collection was carried through written life stories, analyzed using MAXQDA software following Fuster's (2019) three phase model: descriptive (anonymity and initial coding), structural (organization of codes in to seven categories and twelve subcategories obtained through a deductive approach, integrated in to a general structure), and interpretative (comprehensive analysis of the general structure). The findings highlight the need to strengthen the professional identity of TAPs and to promote horizontal relationships whit teachers. The study emphasizes the lack of mandatory, contextualized and articulated initial training as well as the urgency of designing clear professional pathways and unified criteria for access to the role Likewise, the importance of structured continuous training was identified, with specialization in key areas such as oral and written language, nationwide coverage, and evaluation mechanisms to document practices and outcomes. It is concluded that it is essential to promote studies and establish specific lines of inquiry on technical-pedagogical advising whiting the National Education System, in order to guide policies and programs aligned whit the real needs of TPA personnel and the school contexts in which they operate. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
El estudio tuvo como objetivo identificar y analizar la formación inicial y continua que recibe el personal Asesor Técnico Pedagógico (ATP) para intervenir en el desarrollo del lenguaje oral y escrito durante el primer ciclo de educación primaria. Se adoptó un diseño cualitativo con muestreo intencional, conformado por siete ATP del nivel de educación primaria con más de 10 años en servicio en Baja California y Baja California Sur. La recolección de información se realizó mediante relatos de vida escritos, analizados con el software MAXQDA siguiendo el modelo de tres fases de Fuster (2019): descriptiva (anonimato y codificación inicial), estructural (organización de los códigos en siete categorías y doce subcategorías obtenidas con un enfoque deductivo, puestas en una estructura general) e interpretativa (análisis integral de la estructura general). Los hallazgos evidencian la necesidad de fortalecer la identidad profesional del personal ATP, así como de promover vínculos horizontales con el profesorado. Se destaca la carencia de una formación inicial obligatoria, contextualizada y articulada, junto con la urgencia de diseñar rutas profesionales claras y criterios unificados de acceso a la función. Igualmente, se identificó la importancia de una formación continua estructurada, con especialización en áreas clave como el lenguaje oral y escrito, cobertura nacional y mecanismos de evaluación que documenten prácticas y resultados. Se concluye que es prioritario impulsar estudios y líneas de investigación específicas sobre la asesoría técnico-pedagógica dentro del Sistema Educativo Nacional, para orientar políticas y programas acordes a las necesidades reales del personal ATP y de los contextos escolares en los que interviene. [ABSTRACT FROM AUTHOR] |
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Copyright of Contextos Educativos is the property of Universidad de la Rioja, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
