COMPONENTES ACTITUDINALES DE LA ACCIÓN COMPETENTE DEL DOCENTE DE CURSOS A DISTANCIA

Abstract

The training of professionals must be aimed at making them fully competent to respond to the problems posed by society, based on the concepts, procedures and attitudes of their profession. In previous investigations it was determined that the attitudinal component transcends the barriers of the disciplines and takes on metadisciplinary characteristics. The purpose of this research is to determine the key factors that characterize the attitudinal component of the competent action of the distance course teacher. A phenomenological study was carried out with a hermeneutic-interpretative perspective, among the participants of the distance training courses and expansion of facilitators in distance education, in which the authors work as tutors, at the José Antonio Páez University, and in the Virtual University of Fatla. For this, the contributions and comments of the teachers were contrasted, to identify the attitudes that favor their successful performance both individually and collaboratively, either as participants in those courses or as multipliers in the learning environments that they had to develop for the contextualized transfer. of what has been learned Three dimensions that make up this competent action were identified: the teacher-participant, the teacher-tutor, and the teacher-instructional designer. The constituent elements of the attitudinal components of each dimension were determined.