Acceso usuarios
John Faber Gómez Galvis
Se presentan los resultados de una investigación sobre modelos mentales de clima escolar en docentes y estudiantes de básica primaria de una institución educativa pública. El objetivo del estudio fue comprender la estructura de los modelos mentales identificando en ellos los componentes con más influencia. Fue un estudio cualitativo con alcance comprensivo que empleó la etnografía cognitiva a través del taller investigativo, el grupo focal y la entrevista semiestructurada. Los participantes fueron 5 estudiantes de grado quinto de primaria y 5 docentes de primaria. Se identificaron modelos mentales en los estudiantes con factores como relaciones interpersonales, normas de aula, solución de conflictos escolares, autoridad del docente y vinculación de la familia. En los docentes se identificaron modelos mentales relacionados con la autoridad docente, las relaciones escolares, metodologías para la convivencia, percepción sobre la planta física, la familia y la percepción sobre lo laboral. Se encontró que los modelos mentales están compuestos por componentes que hacen referencia al comportamiento de los actores educativos para tener un clima escolar positivo.
The results of an investigation on mental models of school climate in primary school teachers and students of a public educational institution are presented. The objective of the study was to understand the structure of the mental models of school climate in teachers and students through the identification of its components and recognizing the relationships between them. It was a qualitative study with a comprehensive scope that used cognitive ethnography, where the investigative workshop, the focus group and the semi-structured interview were used to collect the information. Participants were five fifth grade elementary students and five primary teachers. Mental models were identified in the students with factors such as interpersonal relationships, classroom norms, school conflict resolution, teacher authority and family bonding. The teachers identified mental models related to teaching authority, school relationships, methodologies for coexistence, perception of the physical plant, the family and perception of work. It was found that mental models are made up of components that refer to the behavior of educational actors in order to have a positive school climate
