Análisis de factores para la definición de un paradigma de supervisión pedagógica en educación de personas adultas

Laburpena

Abstract The main objective of this research is to analyze all the needed features to develop a School Supervision paradigm in Adult Education that meets the demands of today’s educational system and current society. This supervision model considers, from an educational system holistic perspective, the Inspectorate of Education as the key factor to improve the pedagogical quality and the lifelong learning as a strategic point in the 21st century. Framed in the theoretical Comprehensive Paradigm, the methodology used in this study involves three different data collection procedures: two questionnaires, one of them submitted to Inspectorate and the second one to leadership teams and teachers of Adult Education schools; an in-depth structured interview with academic experts; and an analysis of the current law and regulations of scholar supervision. Information processing is carried out using the R Studio application for the quantitative data; CAQDAS, specifically Atlas.ti, in the qualitative area; whereas text mining, AntConc, is used for the documentary study. The benefit of improving the Adult Education model by offering non-formal programs connected to the learning demands of the community is concluded. A School Supervision paradigm is developed, called the Circular Model of Objectives for Improvement (MOCIOBME), which is validated through the Delphi method. Its main feature involves eliminating bureaucratic inspection tasks to focus on pedagogical supervision, by means of expert criteria and high professional qualification. It attributes to the Inspectorate new decision-making roles of coordination and participation in the development of didactic objectives for the micro, meso and macro levels of the educational system. The model accomplishes to connect cyclically the conclusions of the reports derived from evaluation and supervision with school guidance and planning, in such a way that a corrective and preventive inspection is integrated, based on the exercise of proactive leadership. As a consequence, the inspectorate is closer to the educational community and therefore, there will be a greater presence and relevance of the Inspectorate of Education both in the school system and in society.