Evaluation of the new counseling model carried out in Cantabria by guidance teachers
DOI:
https://doi.org/10.5944/reop.vol.30.num.2.2019.25341Keywords:
Primary Education, Secondary Education, educational guidance, career development, professional recognitionAbstract
ABSTRACT
We present the first results of an empirical study, whose purpose is to analyze the level of satisfaction and difficulties encountered by guidance teachers from Cantabria. The aim of this the study is to analyze the new counseling model carried out in Cantabria from the 2005-6 school year, which deviates from the LOGSE model but does not completely abandon it. Guidance teachers are a key element in the counseling model of this community. This new counseling model will be analyzed as a result of the opinions expressed by them and their proposals to improve it.
From the methodological point of view, a qualitative approach is adopted to triangulate the information, carried out through questionnaires, interviews and discussion groups. Twelve centers from Cantabria and all the guidance teacher groups of the Community have collaborated in the project. 62 primary and secondary guidance teachers participated in the whole study. Questionnaires, which are analyzed in other studies, have also been applied to primary and secondary school principals and tutors. The lack of time to perform all the functions attributed to the counselor appears as a key difficulty, followed by the complexity of the students' needs and the excessive dependence on guidance teachers.
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