Enfoque psicológico de la autosuperación profesional de los profesores a tiempo parcial de la educación primaria, desde una perspectiva vigotskiana

Abstract

The paper approaches fundamental theoretical foundations that justify the psychological connotation of the self-training process of part-time primary teachers. Although guided, professional self-training is a process that materializes in the subject, starning from the professional motivations that derive from social demands and that acquire personal meaning and sense for him. Systematic reflection and analysis are starting procedures for the realization of professional self-training. Those procedures condition the self-determination of needs, favor self-evaluation, self-regulation and metacognition as basic characteristics in the development of the professional´s personality and that show a high level of development, once achieved in the professional perfrmance of the part-time primary teacher.