The attitudes of teachers with training in personalized education and their coherence with regard to the constituent notes of the person, the singularity, autonomy and openness were studied, considering the pedagogical conception corresponding to personalized education. A descriptive approach was considered and the participants were 102 intentionally chosen teachers. The instrument was a scale of attitudes referred to the singularity, autonomy and openness. Content validity was obtained using the criterion of experts evaluated through Lawshe index. Reliability was obtained using Cronbach’s alpha. The results make it possible to accept the different hypotheses, as teachers are in a favorable above-median attitude in a significant proportion of 75% or more and in turn there is a significant relationship between the attitudinalcompone...

It is presented appreciations and analysis on personalized education taking into account the responses of educators with extensive experience in this pedagogical proposal. The scenarios or questions correspond to nine aspects: The challenge of the complexity of learning teaching, opinion on this approach, innovation, tradition, teacher attitude, dimension of person, teacher, student, and parent. The answers are contrasted according to the approach of a pedagogy of the person proposed by Víctor García Hoz. The objectives were to see the dynamics of the interdependence of some aspects of personalized education based on nine criteria of analysis. Ten participants were interviewed using a questionnaire with nine questions and the answers were recorded on  video and then transcribed the text to enable the respective&...

El planteamiento de una pedagogía de la persona guía el desarrollo de la presente investigación referida a la educación personalizada inspirada en la concepción educativa de Víctor García Hoz. Este enfoque pedagógico considera la especial dimensión del ser persona tanto en su función orientadora ligada a su estructura óntica, como lo correspondiente al esfuerzo de personalización del ser humano en el logro del sí mismo, y una visión axiológica en la construcción de un ser transpersonal en medio de una amplia gama de valores. Los objetivos que se plantean, al igual que las hipótesis, están dirigidas a encontrar la coherencia entre la teoría y la práctica del enfoque pedagógico de la educación personalizada, sus principios y la actitud del docente con formación en dicho enfoque. Los participantes fueron docentes elegidos de manera intencional. El instrumento fue elab...

The attitudes of teachers with training in personalized education and their coherence with regard to the constituent notes of the person, the singularity, autonomy and openness were studied, considering the pedagogical conception corresponding to personalized education. A descriptive approach was considered and the participants were 102 intentionally chosen teachers. The instrument was a scale of attitudes referred to the singularity, autonomy and openness. Content validity was obtained using the criterion of experts evaluated through Lawshe index. Reliability was obtained using Cronbach’s alpha. The results make it possible to accept the different hypotheses, as teachers are in a favorable above-median attitude in a significant proportion of 75% or more and in turn there is a significant relationship between the attitudinalcompone...

It is presented appreciations and analysis on personalized education taking into account the responses of educators with extensive experience in this pedagogical proposal. The scenarios or questions correspond to nine aspects: The challenge of the complexity of learning teaching, opinion on this approach, innovation, tradition, teacher attitude, dimension of person, teacher, student, and parent. The answers are contrasted according to the approach of a pedagogy of the person proposed by Víctor García Hoz. The objectives were to see the dynamics of the interdependence of some aspects of personalized education based on nine criteria of analysis. Ten participants were interviewed using a questionnaire with nine questions and the answers were recorded on  video and then transcribed the text to enable the respective&...

Formative research in recent decades is positioned in the professional training curricula of the various areas of knowledge. Teacher training has not been the exception. Formative research has been included as a transversal axis of the curriculum, with the purpose of developing investigative skills and promoting the development of higher-order thought processes. For this, it has been necessary to manage changes in didactics, in evaluation and above all to have a teacher trainer who has the necessary qualities to accompany the student to build knowledge autonomously and in the future be capable of transforming their reality. Therefore, formative research in teacher training should focus on: a) preparing future professionals to make innovative use of existing scientific and technological knowledge and empower them to take on the challenge of transforming the educational reality from resear...

Formative research in recent decades is positioned in the professional training curricula of the various areas of knowledge. Teacher training has not been the exception. Formative research has been included as a transversal axis of the curriculum, with the purpose of developing investigative skills and promoting the development of higher-order thought processes. For this, it has been necessary to manage changes in didactics, in evaluation and above all to have a teacher trainer who has the necessary qualities to accompany the student to build knowledge autonomously and in the future be capable of transforming their reality. Therefore, formative research in teacher training should focus on: a) preparing future professionals to make innovative use of existing scientific and technological knowledge and empower them to take on the challenge of transforming the educational reality from resear...