Acompañamiento pedagógico en aula y liderazgo docente en el nivel primario
Fecha
2019
Autores
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Editor
Universidad Antonio Ruiz de Montoya
Resumen
La presente investigación tiene como sujeto al docente en aula. Indaga y describe percepciones y valoraciones sobre el acompañamiento pedagógico y explora rasgos de perfil asociados a un docente líder. Para la indagación se consideró información cualitativa provista por docentes y directivos de tres escuelas públicas de nivel primario, ubicadas en las zonas Lima Este y Centro. El estudio se llevó a cabo desde un enfoque cualitativo con un diseño fenomenológico hermenéutico que permitió explorar, describir, analizar y valorar las categorías del estudio. Se valora el hallazgo del acompañamiento pedagógico como una estrategia clave para la formación docente en servicio. Y como rasgos de perfil asociados a un docente líder destacan la ética, la vocación y la motivación. En consecuencia, la formación integral del docente en servicio va logrando empoderamiento, identidad, autonomía profesional y revaloración de la carrera. De este modo, mejora la condición docente por el reconocimiento social, político, económico, y mejora la educación. Un proceso que está en inicio. Se recomienda a la investigación desarrollar estudios correlacionales sobre el acompañamiento pedagógico y el liderazgo docente. Y otros temas que amplíen y profundicen el mundo del aula.
The present study has as its subject the teacher in the classroom. It explores and describes perceptions and assessments about pedagogical accompaniment and explores features of a profile associated with a teacher who is a leader. For the investigation, we considered qualitative information provided by teachers and directors of three public primary schools, located in East and Central Lima. The study was carried out from a qualitative approach with a hermeneutic phenomenological design that allowed us to explore, describe, analyze and assess the study categories. The discovery of pedagogical accompaniment as a key strategy for in-service teacher training is valued. In addition, the associated profile features a teaching leader that includes ethics, vocation, and motivation. Consequently, the integral training of teachers in service will achieve empowerment, identity, professional autonomy and revaluation of the career. In this way, it improves the teaching conditions for social, political, economic recognition, and it improves education, a process that is at an initial stage. Research is recommended to develop correlational studies on pedagogical accompaniment and teaching leadership, as well as other topics that expand and explore the world of the classroom.
The present study has as its subject the teacher in the classroom. It explores and describes perceptions and assessments about pedagogical accompaniment and explores features of a profile associated with a teacher who is a leader. For the investigation, we considered qualitative information provided by teachers and directors of three public primary schools, located in East and Central Lima. The study was carried out from a qualitative approach with a hermeneutic phenomenological design that allowed us to explore, describe, analyze and assess the study categories. The discovery of pedagogical accompaniment as a key strategy for in-service teacher training is valued. In addition, the associated profile features a teaching leader that includes ethics, vocation, and motivation. Consequently, the integral training of teachers in service will achieve empowerment, identity, professional autonomy and revaluation of the career. In this way, it improves the teaching conditions for social, political, economic recognition, and it improves education, a process that is at an initial stage. Research is recommended to develop correlational studies on pedagogical accompaniment and teaching leadership, as well as other topics that expand and explore the world of the classroom.
Descripción
Palabras clave
Interacción en el aula, Profesores, Liderazgo, Educación básica primaria, Lima Metropolitana, Área (Perú), Educación
Citación
Vásquez, S. (2019). Acompañamiento pedagógico en aula y liderazgo docente en el nivel primario [Tesis de maestría, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. http://hdl.handle.net/20.500.12833/1999