%0 Journal Article
%T C車MO PODEMOS INTERVENIR PARA FORTALECER EL CLIMA EDUCATIVO EN TIEMPOS DE INNOVACI車N? How can we intervene to strength the educative climate in times of innovation?
%A Sandra Becerra Peˋa
%J Estudios Pedag車gicos (Valdivia)
%D 2006
%I Universidad Austral de Chile
%X La presente investigaci車n corresponde al trabajo de Tesis Doctoral, desarrollado en la Universidad de Sevilla, Espa a, investigaci車n que en sus 迆ltimas fases se enmarca adem芍s en una investigaci車n DGIUCT de la Direcci車n General de Investigaci車n de la UC de Temuco. De dise o cualitativo-cuantitativo, est芍 constituida por cuatro fases correlativas. La primera corresponde a la construcci車n de un instrumento para Clima Educativo, la segunda corresponde a la exploraci車n del Clima Educativo en 404 profesores y directivos. La tercera y cuarta fases corresponden al empleo de ＆redes sem芍nticas naturales＊ y ＆grupos de discusi車n＊. Los resultados han sido reveladores; as赤, por ejemplo, todos los tipos de establecimientos evidencian que el factor que m芍s alto pondera en la percepci車n del Clima es de las ＆relaciones interpersonales docentes＊, siendo 谷stas m芍s importantes para los profesores que la propia relaci車n con alumnos y apoderados The present investigation corresponds to the work of a Doctoral Thesis, developed with the University of Seville, Spain, research which in its final stages also became a DGIUCT investigation by the General Research Department of the Catholic University of Temuco. Using a qualitative-quantitative method it consists of four correlative stages. The first concerns the development of a questionnaire for the Educative Environment, the second concerns the exploration of Educative Environment consulting 404 teachers and directives. The third and fourth stages involve the use of ＆natural semantic networks＊ and ＆discussion groups＊. The results have been revealing, for example, all types of establishment show evidence that the most important factor in the perception of the environment are the ＆interpersonal teaching relationships＊,with this being more important for teachers than their own relationship with students and parents
%K clima educativo
%K relaciones docentes
%K malestar docente
%K reforma educativa
%K innovaci車n educativa
%K educative environment/climate
%K teaching relationships
%K teacher burnout
%K educa-tional reform
%K educational innovation
%U http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-07052006000200003