La orientación en Educación Secundaria desde la perspectiva de los alumnos de 2º ciclo de E.S.O. y sus padres

Résumé

The present investigation has considered as main objective to explore the knowledge and evaluation that of the counseling practice do students of 3rd and 4th grade of secondary education and their parents from its perceptions, opinions, knowledge and other aspects referred to the functions and tasks of tutor teachers and school counselors at this educational stage in the public secondary schools of Huelva and its province. The tools used were: on one hand, a questionnaire for the students and other for their parents, which were completed by 607 students and 247 parents. On the other hand, standardized tests of personality, motivation and intelligence, and finally, discussion groups, three of them accomplished by students and four by the parents, in which participated 20 and 27 persons respectively. The most relevant conclusions are: - The most known actions by the young people are the ones related with health education, study techniques, aspects of personal development and vocational guidance. The advice requested is mostly related to academic difficulties, their academic and professional future, and interpersonal relation problems. - Most of the parents do not know most of the guidance activities developed in secondary education schools, but they request advice for the same topics as the students though in less proportion. - Both students and parents think that tutor teacher is the one who mostly intervenes in the counseling action, alone or with counselors and other teachers. He is from whom more advice is requested as well. - The counselors stand out for their intervention related with the academic-vocational guidance and the integration of disabled students. Advice in the school-vocational sphere is also requested to them. - Almost all of the students and more than a half of their parents admit to receive information about the educational offer after E.S.O. - Both students and parents highly value the development of guidance actions, highlighting the referred with study techniques, performance improvement, self-knowledge and aspects of the school-vocational guidance. Parents valuations were higher than the students ones. - The following qualifying variables have influenced the perception of the guidance actions development, advice request or both activities valuation: geographic area and number of inhabitants of the city where the school is located, gender, age, educational level, student’s psychoticism level, educational performance, voluntary or mediated contact with the tutor teacher and counselor, family expectations about the future of the students, and the evaluation of the training received in the school.