Compromiso docente y aprendizaje en el contexto intercultural urbano del nivel secundaria en la Institución Educativa Juan Espinoza Medrano del Distrito y Provincia de Andahuaylas
Fecha
2021
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Universidad Antonio Ruiz de Montoya
Resumen
La investigación está enfocada en compromiso docente y aprendizajes de los estudiantes del nivel secundario, en contexto intercultural andino del distrito y provincia Andahuaylas, región Apurímac. El estudio fue realizado durante la emergencia sanitaria del COVID-19.
Se planteó como objetivo general: comprender las manifestaciones del compromiso que inciden en logros de aprendizaje en contexto intercultural urbano. Los específicos: describir y explicar el desarrollo de la vocación docente, interés hacia aprendizajes, identidad con la institución, desarrollo profesional, aspectos que inciden los compromisos y tipos de aprendizaje que promueven en contextos de educación intercultural.
La metodología de enfoque cualitativo, paradigma interpretativo mediante teoría fundamentada. Así mismo, técnica e instrumento utilizado, entrevista semi estructurada. En seguida, la muestra conformada según característica sociocultural del informante: condición laboral, edad, experiencia, y género, en estudio de casos múltiples. La cantidad del informante según el punto de saturación, cuatro informantes de cuarenta.
Se revela que el compromiso docente se inicia con la vocación, se desarrollan y mantienen por influencias del entorno laboral, familiar, social y situación económica. El compromiso, prioritariamente enfocado a aprendizajes, la institución y desarrollo profesional. Finalmente, se da manifiesto el aprendizaje pertinente en contexto intercultural, el cooperativo, autónomo y memorística contextualizada.
The research is focused on teaching commitment and learning of high school students, in an Andean intercultural context of the Andahuaylas district and province, Apurímac region. The study was conducted during the COVID-19 health emergency.The general objective was: to understand the manifestations of commitment that affect learning achievements in an urban intercultural context. The specific ones: describe and explain the development of the teaching vocation, interest in learning, identity with the institution, professional development, aspects that affect the commitments and types of learning that they promote in contexts of intercultural education.The qualitative approach methodology, interpretive paradigm through grounded theory. Likewise, technique and instrument used, semi-structured interview. Next, the sample made up according to the sociocultural characteristic of the informant: employment status, age, experience, and gender, in a study of multiple cases. The number of the informant according to the saturation point, four informants out of forty.It is revealed that the teaching commitment begins with the vocation, is developed and maintainedby influences from work, family, social and economic situation. The commitment, primarily focused on learning, institution and professional development. Finally, pertinent learning is shown in an intercultural, cooperative, autonomous and contextualized memory context
The research is focused on teaching commitment and learning of high school students, in an Andean intercultural context of the Andahuaylas district and province, Apurímac region. The study was conducted during the COVID-19 health emergency.The general objective was: to understand the manifestations of commitment that affect learning achievements in an urban intercultural context. The specific ones: describe and explain the development of the teaching vocation, interest in learning, identity with the institution, professional development, aspects that affect the commitments and types of learning that they promote in contexts of intercultural education.The qualitative approach methodology, interpretive paradigm through grounded theory. Likewise, technique and instrument used, semi-structured interview. Next, the sample made up according to the sociocultural characteristic of the informant: employment status, age, experience, and gender, in a study of multiple cases. The number of the informant according to the saturation point, four informants out of forty.It is revealed that the teaching commitment begins with the vocation, is developed and maintainedby influences from work, family, social and economic situation. The commitment, primarily focused on learning, institution and professional development. Finally, pertinent learning is shown in an intercultural, cooperative, autonomous and contextualized memory context
Descripción
Palabras clave
Desarrollo profesional, Profesores, Aprendizaje, Interculturalidad, Educación básica secundaria, Andahuaylas (Apurímac, Perú : Distrito), Educación
Citación
Gutiérrez, W. (2021). Compromiso docente y aprendizaje en el contexto intercultural urbano del nivel secundaria en la Institución Educativa Juan Espinoza Medrano del Distrito y Provincia de Andahuaylas [Tesis de maestría, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. http://hdl.handle.net/20.500.12833/2346