An Evaluation of the Formative Experiences of Students Enrolled in Postgraduate Studies in Education: Case Study in Northern Mexico
Abstract
:1. Introduction
1.1. Context of Postgraduate Studies in Mexico
1.2. The Formative Journey as an Evaluation Element
1.3. Context of the Postgraduate Program in Education with a Focus on Educational Intervention
2. Materials and Methods
2.1. Context of the Case Study
2.2. Study Design
2.3. Participants
2.4. Limitations of Study
2.5. Technique
2.6. Analysis Tool
- ▪
- In your experience as a postgraduate student in education, with emphasis on tackling present-day educational problems, what professional skills are required in order to visualize a successful design of your intervention proposal?
- ▪
- In what way do you consider that the formative conversations with your tutor during your educational journey have contributed to your personal and academic development?
- ▪
- What are the main values that distinguish a professional in educational intervention? and
- ▪
- How do you consider that the participation of your teachers during the educational process has contributed to your personal and academic development?
2.7. Data Analysis
3. Results
- Development of professional skills for the successful design of the intervention proposal, which unfolded into four categories: (a) Attitude towards Work (AT); (b) Professional Values (VP); (c) Technical Knowledge (CT) and (d) External Connections (VE).
- The role of the tutor during the formative process, consisting of four analysis categories: (a) Motivation for Academic Improvement (MSA); Localized Learning (AS); (c) Skill Development (DH) and Dialogue and Trust (DC).
- Contributions of the teaching staff in their profession, consisting of two categories: (a) Teaching Good Practice (PD) and Social Responsibility (RS).
“The lessons and takeaways that my tutor left me with were very valuable; I learned how to formulate scientific documents, the confidence to present my work at a congress and the achievement of having my first article published”.
“I learned how to translate my research perspective to the educational intervention. There was a transformation from the manner in which I conceived the educational reality to how I see it after my Master’s degree studies”.
“Assigning tutors that not only perform the role of tutor for the project tutored, but also have the empathy to listen to concerns or other things which are perhaps unrelated to the academic projects, but which help build security and self-confidence was a real success”.
“For me, the figure of the tutor was essential; our meetings were very comforting, having someone at my side who always guided me, although, on several occasions, I myself did not know where I was headed, gave me peace”.
“Sharing extremely enriching personal and professional experiences with my tutor has been one of the most important contributions in my postgraduate training”.
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Vocational | Research | |||||
---|---|---|---|---|---|---|
Category | Number of Programs | Percentage * | Number of Programs | Percentage * | Number of Programs | Percentage * |
Newly created | 532 | 22% | 239 | 27% | 293 | 19% |
Developing | 941 | 39% | 429 | 50% | 509 | 33% |
Consolidated | 657 | 27% | 158 | 18% | 499 | 32% |
International Competence | 252 | 10% | 31 | 3% | 221 | 14% |
Total | 2382 | 100% | 857 | 100% | 1522 | 100% |
Vocational | Research | |||
---|---|---|---|---|
Category | Number of Programs | Percentage * | Number of Programs | Percentage * |
Newly created | 41 | 31% | 55 | 20% |
Developing | 68 | 51% | 96 | 35% |
Consolidated | 21 | 15% | 83 | 30% |
International competence | 2 | 1% | 34 | 12% |
Total | 132 | 100% | 268 | 100% |
Location | Municipality | Population | Sample |
---|---|---|---|
Faculty of Administrative and Social Sciences | Ensenada | 11 | 6 |
Faculty of Human Sciences | Mexicali | 16 | 8 |
Faculty of Pedagogy and Educational Innovation | Mexicali | 18 | 7 |
Faculty of Humanities and Social Sciences | Tijuana | 17 | 9 |
Total | 62 | 30 |
Location | Focus Group 1 | Focus Group 2 |
---|---|---|
Faculty of Administrative and Social Sciences | 3 | 3 |
Faculty of Human Sciences | 5 | 4 |
Faculty of Pedagogy and Educational Innovation | 4 | 5 |
Faculty of Humanities and Social Sciences | 3 | 3 |
Total of Participants | 15 | 15 |
Category | Units of Analysis |
---|---|
Attitude towards work [AT] | “in order for an intervention project or proposal to be successful, it requires willingness, commitment and motivation to work” [P1, P8, P17]. “it is essential to promote good teamwork between colleagues in different educational centers” [P3, P21] “the results of the project will depend on the initiative, objectivity, teamwork, analytical and critical attitude of the person in charge” [P15, P16, P23] “a student with a proactive attitude, organized, critical and open to different opinions” [P6, P17] “it is necessary to develop the ability to motivate your team and to connect with the environment outside the university” [P9, P19] “to be aware of the needs of the users of your project, our training should have a positive impact” [P24, P27] |
Professional Values [VP] | “responsible and autonomous” [P1, P5, P18, P23] “responsible and respectful” [P4, P9, P12, P,15] “responsible, dedicated and committed to their subject” [P6, P23, P28] “committed, generous and responsible towards society” [P8, P15, P21] “autonomous in making decisions, free and responsible” [P10, P14, P29] “fair, supportive and ethical” [P19, P22] |
Technical Knowledge [TK] | “above all, knowing the methodology that leads to carrying out this type of proposals focusing on educational interventions”[P1, P29] “it is necessary to possess diagnosis skills, specifically applying qualitative and quantitative techniques”[ P6] “interactive use of the knowledge and information obtained, taking into account the proper use of technology, the ability to develop conflict management and resolution skills” [P10, P17, P22] P19 “adding or acquiring facilitator/guide skills for implementing an action plan” “experiential learning, diagnosis, planning and intervention”[P19, P23] |
External Connection [EC] | “Understanding that innovation has to meet a true need of educational centers” [P3, P17] “To allow the exploration of the ways in which the processes and activities within the educational center develop, from the perspective of the academic community” [P5, P21] “It is necessary that the research subject to be developed come from its context, in order for the intervention to be effective” [P11, P18] “One of the most important skills is the analysis of educational contexts and their challenges” “connection develops within us the value of empathy and service by means of institutional connection and/or a teacher” [P16, P22, P26] |
Category | Units of Analysis |
---|---|
Motivation for Academic Improvement (MSA) | being matched with a great tutor, who motivated and encouraged me to see beyond the Master’s degree [P1, P17, P22] my tutor always considered there was more in me to give, and in spite of the adversity, he pushed me, and he pushed me quite a lot [P2, P25] my tutor also motivated me to keep moving forward and not give up [P4, P15, P23] my tutor’s advice contributed favorably to my personal and academic growth [P6, P16] it is related to the motivation to continue studying a Master’s degree and in the case of studying it abroad [P9, P19] |
Localized Learning (AS) | The contributions my tutor left me with were enriching, the lessons and takeaways that my tutor left me with were very valuable [P1, P12] I have to admit that for me it was a real challenge to meet the expectations of my supervisor, and with her support I acquired solid lessons in education [P5, P15] Grounding and clearing up the ideas and information that you want to make known about your project, I learned to define my goals [P3, P23] My tutor was a good guide during my journey as a student and in my intervention project, from start to finish [P12, P25] |
Skill Development (DH) | My tutor showed me that I was lacking certain tools which I had not developed, and guided me in the process of acquiring academic writing skills [P1, P3] We learned from their role how to do and how not to do things, always as a result of reflection and practice [P2, P12] Deviating from the subject, and that is where the tutor comes in, who looks at your subject critically and helps you understand and formulate or explain the content [P3, P14] She awoke in me the ability to analyze, readjust; my tutor’s mental agility when reorganizing my ideas, finding the way and making connections and constructing an intervention proposal [P6, P17] development of social skills through teamwork [P18, P22] |
Dialogue and Trust (DC) | that trust that is also necessary in order to develop projects [P1, P22] the meetings with my tutor gave me peace [P2, P17] my tutor’s words generate security and trust [P4, P19] The dialogue allowed me to express my needs and interests and receive feedback [P5, P12, P18] There was always continuous communication [P10, P14, P23] Her personality stood out as open to dialogue, reflection and constructive criticism [P10, P11, P15] it has helped me to make connections for future work scenarios [P17, P26] |
Category | Units of Analysis |
---|---|
Teaching Good Practice (PD) | my tutor contributed with very valuable teachings that help me today in my professional life as a teacher [P1, P6] I learned various active work methods, I value the people who strive to teach us [P2, P9, P22] a different perspective on things, which gives you the tools for what you can face as a teacher [P3, P6, P13,] the importance of having role models, teachers who inspire and motivate you to love what you do [P4, P15, P21] I learned a lot, each one of them has characteristics worthy of admiration, regarding how to practice teaching [P5, P11, P13, P25] the professors, as a consequence of reflection during our classes, managed to enrich my project and steer it in the right direction [P6, P14] they prepare you to face complicated situations, which allows you to draw profound meanings from your experience [P12, P16, P21] education aimed at improving the community and developing the pedagogical vision beyond the classroom [P15, P17, P27] |
Social Responsibility (RS) | Collaboration with the external educational context is essential for the success of the project, knowing their needs and building on them [P1, P6, P17] my professors contributed to the training of proactive professionals, able to make a difference in educational centers [P2, P7, P20] finding strategies to reach those I must keep informed regarding updates, and seeing how to do this, due to the proper use of these strategies [P3, P10, P13, P22] The limited or lack of participation of certain professors in educational centers has also influenced my way of thinking, contributing to my questioning education [P4, P7, P11, P24] being sensitive to the problems in the Mexican Educational System and taking action in that respect [P5, P15, P21] placing oneself in real situations, working in the educational environment, not from my own perspective but from theirs [P6, P17, P27] coming into contact with vulnerable communities and becoming involved when the cause is compatible with the project goals [P11, P19, P21, P23] |
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Cervantes, B.I.B.; Jiménez Moreno, J.A.; Ponce Ceballos, S.; Sánchez Santamaría, J. An Evaluation of the Formative Experiences of Students Enrolled in Postgraduate Studies in Education: Case Study in Northern Mexico. Sustainability 2021, 13, 4790. https://doi.org/10.3390/su13094790
Cervantes BIB, Jiménez Moreno JA, Ponce Ceballos S, Sánchez Santamaría J. An Evaluation of the Formative Experiences of Students Enrolled in Postgraduate Studies in Education: Case Study in Northern Mexico. Sustainability. 2021; 13(9):4790. https://doi.org/10.3390/su13094790
Chicago/Turabian StyleCervantes, Brenda Imelda Boroel, José Alfonso Jiménez Moreno, Salvador Ponce Ceballos, and José Sánchez Santamaría. 2021. "An Evaluation of the Formative Experiences of Students Enrolled in Postgraduate Studies in Education: Case Study in Northern Mexico" Sustainability 13, no. 9: 4790. https://doi.org/10.3390/su13094790