Acciones de bienestar para el ejercicio docente en la construcción de felicidad en una institución de educación superior
One of the challenges of higher education is to contribute to Integral formation of the students as a fundamental part of development, enabling it to evolve as a person and as a member of a society. In a University community, well-being takes this responsibility and is requiring efforts that enable...
| Autor Principal: | Caro Toppin, Yoleyda Rosa |
|---|---|
| Otros Autores: | Gómez Prada, Sonia Liliana |
| Formato: | info:eu-repo/semantics/masterThesis |
| Idioma: | spa |
| Publicado: |
Educación
2017
|
| Materias: | |
| Acceso en línea: |
http://hdl.handle.net/10819/3989 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: |
One of the challenges of higher education is to contribute to Integral formation of the students as a fundamental part of development, enabling it to evolve as a person and as a member of a society. In a University community, well-being takes this responsibility and is requiring efforts that enable the articulation of the actions of wellness exercise teacher to provide the student the educational tools and emotional conditions relevant for effective development. This paper proposes actions of institutional welfare for the teaching exercise in the construction of happiness in the community of the University of San Buenaventura. The previous identification of the perception of the sense of well-being and happiness that teachers and students have, allowed the formulation of specific welfare actions which seek to influence the plans for institutional development and training and favor in the educational community the implementation of programs of high levels of satisfaction, autonomy and freedom, leading to experience feelings of happiness and well-being therefore. The study concluded that both teachers and students tend to ascribe to the institutional welfare unit aimed at the welfare actions and do not conceive them as a shared responsibility of the entire academic community, while few. |
|---|