Browsing by Author "Jurado de los Santos, Pedro"

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    Characterizing the gifted teacher: a literature review
    (2024) Catalan Urbina, Marco Antonio; Jurado de los Santos, Pedro
    Teacher training and inclusion have been part of the political agenda at different levels. This article explores an incipient concept that, as a combination of those fields, aims to promote educational quality and equity: the gifted teacher. A literature review has been developed, searching a diversity of specialized sources both national and international, seeking to notice the presence of the notion of gifted teacher. This process has focused on determining common elements, successful experiences, and spaces for development and improvement. Thus, a specific selection of works has been done, considering key concepts and exclusion criteria, following the PRISMA declaration guidelines and using highly validated databases. The results show that a small group of documents approached the concept to be studied, confirming the absence of initiatives that involve teacher training and inclusion. In addition to this, the prevalence of central elements to be considered (standardized teacher evaluations, vocation, intelligence, teaching competencies, among others) has been highlighted. It is expected that this literature review allows progress in the characterization of the gifted teacher, in light of notions such as pedagogical talentand depending on contextual particularities
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    Dimensiones del talento a la base de la figura del profesor talentoso: propuesta teórica desde un paradigma diverso
    (Octaedro Editorial, 2023) Catalán Urbina, Marco; Jurado de los Santos, Pedro
    Assuming the presence of the talented teacher in the field of teacher training implies determining the way in which his talent is characterized. For this, it is essential that the perspective of talent that is considered has an integral nature, as long as it admits a wide diversity of capacities and abilities typical of the teaching work. In turn, it is expected that such qualities can be identified, detected and developed in those who are postulated as potential talented teachers, as long as they have been able to manifest them in a stage prior to the election and admission to the career. The review of the specialized literature has led to the identification of six groups of teaching competencies that would contribute to the figure of the talented teacher (social, emotional, cognitive, didactic/pedagogical, disciplinary, and professional), which has led to a theoretical proposal regarding to the composition of the talent to the base of this type of teachers. Thus, in this context, there are three key dimensions of talent: academic talent, pedagogical talent and socio-emotional talent. The characterization of each of these dimensions is exposed, emphasizing the importance of acting in a virtuous and complementary way, as well as discussing the need to find the most appropriate mechanisms to detect them and manage their development in future teachers.
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    Dimensiones del talento a la base de la figura del profesor talentoso: propuesta teórica desde un paradigma diverso
    (Octaedro Editorial, 2023) Catalán Urbina, Marco; Jurado de los Santos, Pedro
    Assuming the presence of the talented teacher in the field of teacher training implies determining the way in which his talent is characterized. For this, it is essential that the perspective of talent that is considered has an integral nature, as long as it admits a wide diversity of capacities and abilities typical of the teaching work. In turn, it is expected that such qualities can be identified, detected and developed in those who are postulated as potential talented teachers, as long as they have been able to manifest them in a stage prior to the election and admission to the career. The review of the specialized literature has led to the identification of six groups of teaching competencies that would contribute to the figure of the talented teacher (social, emotional, cognitive, didactic/pedagogical, disciplinary, and professional), which has led to a theoretical proposal regarding to the composition of the talent to the base of this type of teachers. Thus, in this context, there are three key dimensions of talent: academic talent, pedagogical talent and socio-emotional talent. The characterization of each of these dimensions is exposed, emphasizing the importance of acting in a virtuous and complementary way, as well as discussing the need to find the most appropriate mechanisms to detect them and manage their development in future teachers.
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    El profesor talentoso y su caracterización: una revisión de la literatura
    (2024) Catalan Urbina, Marco Antonio; Jurado de los Santos, Pedro
    La formación del profesorado y la inclusión han formado parte de la agenda política en distintos niveles. Desde ambas perspectivas, este trabajo ofrece la exploración de un incipiente y poco tratado concepto que pretende combinarlas, en pos de promover la calidad educativa: el profesor talentoso. La búsqueda de fuentes que den cuenta de la presencia y conceptualización de tal noción, tanto en el ámbito de la educación en Chile como a nivel internacional, han motivado una revisión de la literatura especializada, a fin de determinar elementos comunes, experiencias exitosas, y espacios de desarrollo y mejora. De este modo, se llevó a cabo una selección específica de trabajos de acuerdo a conceptos clave y criterios de exclusión, siguiendo los lineamientos de ladeclaración PRISMA y utilizando bases de datos ampliamente validadas. Los resultados muestran que un grupo reducido de documentos se aproximaban al concepto a estudiar, confirmando la ausencia de iniciativas en que la formación del profesorado y la inclusión educativa se combinen, así como también la prevalencia de elementos centrales a considerar (evaluaciones docentes estandarizadas, vocación, inteligencia, competencias docentes, entre otros). Se espera que la revisión permita avanzar en la caracterización del profesor talentoso, a la luz de nociones como el talento pedagógico y en función de las particularidades contextuales