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La investigacion se realizo partiendo de que todo educadordebe poseer ciertas habilidades basicas que unidas forman el elemento sustancial o germen para el desarrollo de competencias didacticas y pedagogicas. El estudio evaluo las condiciones de admision que poseen los participantes inscritos en los Postgrados educativos del CEED-INTEC, en 2013. Para esto se procedio a aplicar la Prueba de Admision a Estudios de Postgrado (PAEP), buscando identificar la calificacion promedio de aprobacion de la prueba para los docentes que cursan los programas en Educacion, con tal de conocer la factibilidad del examen, como unico mecanismo para la admision y, finalmente, identificar los andamios necesarios para el fortalecimiento de la formacion continua. El diseno es de covarianza, tipo estudio de cohorte prospectivo y piloto, con recogida de datos e informaciones mixtas. Se trabajo con una muestra intencional de 40 educadores provenientes del sector publico becados por el Estado, a quienes se les observo y aplico la prueba PAEP. Finalmente, se identifico que el 75% de los participantes evaluados “fallaron” a la prueba de admision, obteniendo puntaje menor a 200 puntos, mientras que apenas un 15% aprobo con la calificacion por encima de 248 puntos. El estudio concluyo que la institucionalizacion de la prueba PAEP, como unico mecanismo para la admision en estos postgrados educativos, implicaria una baja en la apertura y, eventualmente, el cierre de la oferta de formacion continua. Por lo que se recomendo establecer mecanismos rigurosos y combinados de admision, desarrollar modulos remediales y andamios para la nivelacion de docentes candidatos a cursar estos programas de postgrado.[The current study assessed the admission conditions possessed by the participants registered in the graduate programs in education offered by the CEED-INTEC in 2013; For this one proceeds to apply the Admission Exam for Graduate Studies (EXADEP), seeking to identify the average rate of test approval for teachers enrolled in graduate educational programs, also to explore the feasibility of the examination, as the only mechanism for admission and finally to identify the necessary scaffolding for strengthening continuing training. The research was conducted on the basis that every educator must possess certain basic skills that together form a substantial element or brake shoe for the development of educational and pedagogical skills. The research design was covariance, a prospective cohort study and pilot type, with mixed collection of data and information.This work was done with an intentional sample of 40 educators from public sector scholarships ranted by the state that were observed and tested with the EXADEP. Finally, it was identified that 75% of participants valuated “failed” by obtaining admission test scores less than 200 pts., while only 15% teachers “passed” with rating above 248 pts. The study concludes that the institutionalization of the EXADEP test, as the only mechanism for admission to these educational graduate programs implies a decrease in the opening and/or the possibility of closing the continuing education offering. So it was recommended the establishment of combined and rigorous admission mechanisms, as well as the development of remedial modules and scaffolding for leveling teachers candidates to these graduate programs.]

ciencia y sociedad/ciencia y sociedad

Competencias fundamentales como génesis del desarrollo profesional docente de República Dominicana [Basic skills as the genesis of teacher professional development of Dominican Republic]