Creencias y prácticas pedagógicas alrededor del clima en el aula frente al problema de las drogas
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Date
2018
Journal Title
Journal ISSN
Volume Title
Publisher
Corporación Universitaria Lasallista, Editorial Lasallista
Abstract
Introduction: In the field of education,
the problem of drug consumption,
possession and micro-trafficking is
currently addressed as one of the
greatest challenges faced by teachers.
Classroom climate is built through
the interaction between the teacher
and his students and the physical and
emotional conditions that are presented
within the physical space where the
classes are taught. The assessment
of this conceptual construction called
climate in the classroom addresses a
complex belief system, understandings,
challenges and multivariate pedagogical
practices. Objective: The present study,
carried out in two institutions of public
education of Ecuador, seeks to know
the beliefs and pedagogical practices of the teachers in front of the situations
of risk and vulnerability that appear in
the classroom due to the presence of
drugs. In every educational institution,
the expression of the perceptions
that its members have, the way in
which students and teachers think,
feel and interact has an immediate
effect within the learning process.
Materials and methods: Through a
quantitative methodological approach,
the respondents in this research share
their beliefs and pedagogical practices
around the concept of climate in the
classroom. Results: The results
highlight that 31% of the sample said to
be directly threatened by the presence of
the drug in the classroom. Conclusion:
There is great fear on the part of teachers,
tensions in their responses, and a legal
framework that regulates these contexts
with which not everyone agrees.
Description
Keywords
Corporación Universitaria Lasallista, Aula de clases - Aspectos sociales, Drogadicción - Prevención, Adolescentes - Aspectos sociales
Citation
Revista Lasallista de Investigación Vol. 15 No 2 2018