ACTITUD DEL DOCENTE COMO GENERADOR DE CAMBIO EN LOS PROCESOS DIDACTICOS EN EDUCACI 3N A DISTANCIA

En tiempos actuales, la educaci\uf3n a distancia es una necesidad por razones de diversa \uedndole, particularmente por su car\ue1cter masificador. En tal sentido, este tipo de educaci\uf3n, al igual que cualquier otra modalidad educativa tiene fundamentos de car\ue1cter onto-epistemol\uf3gico que la posicionan como una educaci\uf3n de calidad. Es esa perspectiva te\uf3rica, esta investigaci\uf3n tuvo como objetivo develar los significados de la formaci\uf3n docente en la modalidad educaci\uf3n a distancia. El contexto organizacional seleccionado como caso de estudio fue el Instituto de Mejoramiento Profesional del Magisterio, N\ufacleo Acad\ue9mico Yaracuy. La investigaci\uf3n fue concebida en el paradigma interpretativo a trav\ue9s del enfoque cualitativo con visi\uf3n etnogr\ue1fica y concedi\uf3 relevancia a las fuentes primarias mediante la acci\uf3n e intervenci\uf3n directa del equipo investigador con apoyo bibliogr\ue1fico y documental. Como informantes claves se seleccionaron cinco (5) miembros del personal acad\ue9mico, con m\ue1s de un quinquenio de servicio en la instituci\uf3n. La informaci\uf3n requerida se recaud\uf3 a trav\ue9s de las t\ue9cnicas de observaci\uf3n participante, entrevista semiestructurada y en profundidad. El procedimiento anal\uedtico recurrente de la informaci\uf3n fue la categorizaci\uf3n, a partir del cual emergieron como categor\uedas: praxis acad\ue9mica, actitudes y competencias. Los fundamentos guardan estrechos v\uednculos con la teor\ueda del di\ue1logo mediado, los constructos personales y la perspectiva reflexiva de la formaci\uf3n docente. Los hallazgos significativos permitieron considerar que la praxis educativa en la instituci\uf3n posee fortalezas como la disposici\uf3n del participante y su conversi\uf3n progresiva en investigador, sin embargo, coexisten debilidades entre las cuales ocupa lugar significativo la exigencia de responsabilizarse por su aprendizaje. Palabras claves: Formaci\uf3n docente, educaci\uf3n a distancia, actitud, proceso did\ue1ctico. Abstract In current times, the education distantly is a need for reasons of diverse nature, particularly for his character masificador. To this respect, this type of education, as any other educational modality has foundations of character onto-epistemol\uf3gico that position her as a qualit education. Of there that, this investigation had like objetivo develar the meanings of the educational formation in the modality education distantly. The context organizacional selected as case of study was the Institute of Professional Improvement of the Teaching, Academic Core Yaracuy. The investigation was conceived in the interpretive paradigm across the qualitative approach with ethnographic vision and granted relevancy to the primary sources by means of the action and direct intervention of the investigative equipment with bibliographical and documentary support. Since key informants there were selected five (5) members of the academic personnel, with more than one five year period of service in the institution. The needed information participant was collected across the technologies of observation, semistructured interview and in depth. The analytical procedure appellant of the information was the categorization, from which they emerged as categories: academic practice, attitudes and competitions. The foundations guard narrow links with the theory of the half-full dialog, the personal constructos and the reflexive perspective of the educational formation. The significant findings allowed us to think that the educational practice in the institution possesses strengths as the disposition of the participant and his progressive conversion in investigator, nevertheless there coexist weaknesses between which significant place occupies the exigency of taking responsibility for his learning. Key words: Educational formation, education distantly, attitude, didactic process.