Approach To The Diagnostic Model
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ScribdTranslationsAPPROACH TO THE MODEL OF
DIAGNOSIS
PEDAGOGICAL
Ricard Marí Mollà, Purificación Sánchez Delgado, Irene Gastaldo
Bartual
MIDE Department. University of Valencia.
1. Epistemological reflections:
Since the new organization of the educational system, the psychopedagogue has to
carry out a diagnostic activity oriented towards school and learning, based on
in a philosophy derived from the same law that pursues the necessary changes
for educational improvement.
This school adapts to a sociocultural reality that is diverse and multicultural.
and therefore abandons the supposed unique model, based on homogenization,
to which the students had to adapt.
The diagnosis in Education must accept this reality and consider the
totality and complexity of the structure of the information coming from the fact
educational and, therefore, delve into the internal criticism of the procedures
diagnoses in the search for an epistemological foundation and
methodological to adapt the Pedagogical Diagnosis to the new reality
socioeducational.
We believe that all of this implies:
a) Abandon traditional diagnostic models (doctor,
psychometric, behavioral), for being focused on deficiencies, for not
generate resources for the perfective intervention and, given its characteristic
fundamental restrictive, for not considering the reality to be diagnosed in its
context and its complexity.
b) Adopt a methodology focused on the teaching/learning process
that allows for inquiring into the socio-educational context of the individual and in their
learning and providing diagnostic conclusions for the necessary
preventive or perfective intervention and educational change, as well as the
specification of special educational needs in a school of
diversity.
The Pedagogical Diagnosis, therefore, must meet all these needs and,
therefore, studying the learner from their wholeness and complexity, it
what it means to recognize the multidisciplinary, multivariate, and multilevel nature
of educational situations. This implies the adoption of a paradigm for the
change based on paradigmatic complementarity, according to the objective
from the diagnosis, with a new theoretical framework for diagnostic work
and a process and appropriate methodological resources, which includes the intervention
perfective type educational.
According to these principles, we have developed the foundations of a diagnostic model.
which can be consulted in Marí (2001) and from which we have extracted these notes.
2. Definition:
The distinctive features of the new concept of Pedagogical Diagnosis are:
a) The subject to whom a diagnosis will be made. It is accepted that the subject is
any person, group, class, or institution whose subject of study is the subject of research
(Granados, 1993). It deals with individual and institutional aspects,
including the subjects and the family, school, and social context in order to predict
their behaviors and enable psychopedagogical intervention.
The subjects to whom the diagnosis is directed are all of them, in
against its limitation to problematic subjects according to the diagnostic tradition
derivative of medicine and psychology. That is, the knowledge of all the
significant variables related to each and every subject or
context of pedagogical, psychological, sociological, or any other nature. The
Pedagogical Diagnosis ceases to be 'the art of discovering and interpreting signs
of an illness" to guide the knowledge of all the students in the
set of variables that allow for the adaptation of the curriculum.
By encompassing subjects in their entirety or complexity, the Diagnosis
Pedagogy cannot be limited to the consideration of intellectual variables or
cognitive and learning or any other, considered in isolation in the
that at some point a limitation or deficiency has been detected, since
It is accepted that behavior is not confined to the psychological realm.
(organismic or personality), but rather encompasses the context, relationships
interpersonal, motivation, self-concept, values, (Marín and Buisán, 1986;
Granados, 1993)., that is, all the indicators and relevant variables for
a comprehensive education in the field of diversity.
The object of study of pedagogical diagnosis is its own: the situations
educational, the study of any educational fact, not only of the student but also of
all those variables that allow and define the act of educating either the
school institution with its organization, teaching methodology, staff and
resources, etc., or the educational community surrounding that institution. In addition, the
diagnostic object must extend to broader references than those included in
school institutions such as family, community, any element
socializer, given the existing problems and possibilities in the individuals in
The order of their education derives from both endogenous and exogenous factors, or
in other words, from the personal and environmental elements or factors
(Marín and Buisán, 1986).
c) A new purpose: The aim of the Pedagogical Diagnosis is not to attend to the
deficiencies of individuals and their recovery, but a new consideration that
we can call pedagogical: to propose suggestions and perfective interventions,
well about deficit situations for their correction or recovery, or about
non-deficit situations for their enhancement, development or prevention. It is born,
well, with the vocation to support the development of the educational process, with a
purpose of improvement (Martínez González, 1993), towards the perfection of its
object of study (product or process) contextualizing itself in a process
perfective and self-development of education.
d) The Pedagogical Diagnosis includes intervention: From a consideration
traditional, just as it has been displaced from the evaluative perspective, the
diagnosis is reduced to a descriptive activity, differing from the
treatment, but from the paradigmatic changes suggested in the Diagnosis
Pedagogical diagnostic action includes an intervention.
It includes, therefore, an intervention, with subsequent reviews to ratify or
rectify the suggested intervention (Doval, 1995), in a diagnostic process that
involves a series of successive and interdependent stages. Both elements
they interact since the diagnostic process cannot be considered,
simply, as an explanatory exploration of a fact, it aims to
establish future budgets (forecasting) and implement activities of
intervention along with monitoring and control of them to verify if
The expected improvements are being achieved.
e) The methodological process of the Pedagogical Diagnosis: The activity
diagnostics follow a rigorous and systematic methodological process that the
turn into a scientific-professional activity.
Perhaps its most unique feature is being a process based on the
general methodology of research (Evaluative Research), but with the
difference from basic research in that its objective consists of the
immediate application of its results. It constitutes a general process of
applied research.
All the previous proposals lead us to propose the following definition:
The Pedagogical Diagnosis should be understood as an activity
scientific, theoretical-technical, inserted in the teaching process
learning, which includes measurement and estimation activities
assessment and evaluation, consisting of a process of
scientific inquiry, supported by an epistemological basis, that
leads to the knowledge and appreciation of any educational fact
in order to make a decision for the improvement of the process
teaching-learning.
3. The process:
The Pedagogical Diagnosis is an activity supported by scientific bases and
linked to practice, although not to be confused with it. This leads us to conclude
it is about a research process linked to Research
Evaluative. Perhaps its most singular characteristic is being a process based on
the general methodology of research, but with the difference regarding the
basic research whose objective is the immediate application of its
results. It constitutes a general research process but of a character
applied.
From this position, we can affirm that the Pedagogical Diagnosis implies a
research process made up of methodological components
fundamentals of any research process, including research
evaluative, which is summarized in the following procedure guide:
a) Information gathering,
b) Analysis of the information,
c) Assessment of information (as reliable/valid) for decision making
of decisions,
e) The intervention through the appropriate curricular adaptation and
f) The evaluation of the diagnostic process
The control of the different variables that make it up and the correct execution.
of each of its parts, in a way that ensures its replicability,
They will configure the scientific nature of the process itself.
While there is consensus on the procedural consideration of the diagnosis, this is not the case.
the same with the intermediate dynamics that mark their sequentialization. These
dynamics, although considered flexible, also shape our
proposal.
4. Methodological proposals:
The assumed epistemological conclusions recommend a position
integrative methodological approach of different diagnostic perspectives
like the quantitative and qualitative strategies and this is believed to be what
suitable for seeking the advancement of knowledge.
The conception of the Pedagogical Diagnosis oriented to all situations and
educational entities and aims to understand the global reality and
complex must consider a multiplicity of dimensions, areas, fields,
etc., corresponding to the diagnostic objects. This implies a multiplicity
and multidisciplinarity of variables, indicators or elements related to the
object of study that should be analyzed and evaluated. This multi-level nature of the
diagnostic research must be taken into consideration in the design of
study and in the various analyses of the information.
In reference to the generic diagnostic activities, among the resources
methodological approaches that consider the multidimensionality of performance
explaining the relationship between the variables, it is considered that the model
interactive, in its mediational alternative, better fits the concept of
Pedagogical Diagnosis and avoids the influence of prejudices and the takes of
previous conceptual positions.
Regarding the specific diagnostic activities, the same is required.
methodological consideration although they have an added problem which is the
social demand for immediacy. A methodological position of a type is needed.
integrator of the analyzed perspectives and quantitative strategies
qualitative. Therefore, any causal-correlational model must be discarded and
adopt the integrative-mediational models since they offer information
to determine the mediations exerted by certain factors. That is,
these integrative-mediation models allow for an understanding of the
complex reality that facilitates the keys for subsequent intervention.
The methodological procedure must be evidently complex given the
complexity, multivarity of information, disciplines, experts, etc. that
they intervene in the diagnostic process, which is why both can be useful
contributions of quantitative and qualitative perspectives, such as the Study
of Cases, Analysis of Qualitative Data (Miles and Huberman, 1994), etc. It is about
of flexible, dynamic, and coherent methodological action schemes
epistemologically and methodologically with the concept of Diagnosis
Pedagogical.
References.
Doval, L. (1995), Contributions of diagnosis in education. I. From the
historiography to the concept. Journal of Educational Research, no. 26, pp.
9-32.
Granados, P. (1993), Pedagogical Diagnosis. Addendum. Madrid. UNED.
Marí, R. (2001), Pedagogical Diagnosis. A model for intervention
psychopedagogical. Barcelona. Ariel.
Marín, M.A. and Buisán, C. (1986) Current Trends in Diagnosis
Pedagogical. Barcelona. Laertes.
Martínez González, R.A. (1993), Pedagogical Diagnosis. Foundations
theoretical. University of Oviedo. Publications Service.
