Gestión de la planificación de sesiones de aprendizaje con base en los requisitos de la Norma ISO 21001: 2018. El caso de una institución educativa privada de Lima
Fecha
2021
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Universidad Antonio Ruiz de Montoya
Resumen
La presente tesis tiene por objetivo determinar si la planeación pedagógica-curricular de la programación de sesiones de aprendizaje realizada por docentes de diferentes áreas curriculares de una institución educativa privada de Lima Metropolitana están alineadas a los requisitos 8.1.2 de la norma ISO 21001:2018. Metodológicamente se asume el paradigma interpretativo y un enfoque cualitativo para estudiar el caso de las planificaciones de los docentes y utiliza como técnica el análisis documental para examinar el diseño de planificación de las sesiones de aprendizaje de diferentes áreas curriculares, así como para discriminar el alineamiento a los requisitos con la norma, es decir, la conformidad y no conformidad de los elementos de dichas planificaciones. Luego, mediante codificación axial se encontró que la planificación de las sesiones de aprendizaje en general, en términos de forma, están alineadas, porque utilizan desde el 2018‒ un esquema que coincide con los requisitos de la norma, pero en lo relacionado con los métodos de enseñanza y los entornos virtuales de aprendizaje apropiados y accesibles, así como con la planificación de la evaluación de los aprendizajes que muestran niveles de no conformidad. Por lo que se concluye que una actualización, capacitación y acompañamiento en técnicas didácticas y sistemas de evaluación formativa en entornos virtuales, sistemas de retroalimentación formativa y dominio del enfoque de competencias en el diseño de los instrumentos de planificación curricular permitirá una mejora continua en los aspectos identificados como no conformidad. Además de esta identificación, se explica su probable causalidad y, con las sugerencias propuestas, constituyen el aporte de la presente tesis.
The present thesis aims to determine if the curricular-pedagogical planning of the scheduling of learning sessions carried out byteachers from different curricular areas of a private educational institution of Lima Metropolitana is aligned to the 8.1.2 requirement of the ISO 21001: 2018 standard.Methodologically, it assumes the interpretive paradigm and a qualitative approach that studies the case of teachers' planning and that uses documentary analysis as a technique to examine the planning design of teachers' learning sessions from different curricular areas, as well as to discriminate the aspects of conformity and non-conformity with the standard of the elements of those plannings.Then, by means of axial coding, it was found that the planning of the learning sessions in general, in terms of form, are aligned with the requirements of the standard, because since 2018 they use a scheme that matches with the requirements of the standard; however, what is related to the appropriate and accessible teaching methods and the virtual learning environments, as well as to the planning of the learning evaluation show levels of non-conformity.Therefore, it is concluded that an update, training and accompaniment in didactic techniques and formative evaluation systems in virtual environments, formative feedback systems and mastery of the competence approach in the design of curricular planning instruments will allow a continuous improvement in the aspects identified as non-conformity.In addition to this identification,causality is explained and with the suggestions proposed, they constitute the contribution of this research.
The present thesis aims to determine if the curricular-pedagogical planning of the scheduling of learning sessions carried out byteachers from different curricular areas of a private educational institution of Lima Metropolitana is aligned to the 8.1.2 requirement of the ISO 21001: 2018 standard.Methodologically, it assumes the interpretive paradigm and a qualitative approach that studies the case of teachers' planning and that uses documentary analysis as a technique to examine the planning design of teachers' learning sessions from different curricular areas, as well as to discriminate the aspects of conformity and non-conformity with the standard of the elements of those plannings.Then, by means of axial coding, it was found that the planning of the learning sessions in general, in terms of form, are aligned with the requirements of the standard, because since 2018 they use a scheme that matches with the requirements of the standard; however, what is related to the appropriate and accessible teaching methods and the virtual learning environments, as well as to the planning of the learning evaluation show levels of non-conformity.Therefore, it is concluded that an update, training and accompaniment in didactic techniques and formative evaluation systems in virtual environments, formative feedback systems and mastery of the competence approach in the design of curricular planning instruments will allow a continuous improvement in the aspects identified as non-conformity.In addition to this identification,causality is explained and with the suggestions proposed, they constitute the contribution of this research.
Descripción
Palabras clave
Gestión educacional, Planificación Curricular, Aprendizaje, Norma ISO 21001:2018, Lima (Perú : Departamento), Educación
Citación
Ganoza, V. (2021). Gestión de la planificación de sesiones de aprendizaje con base en los requisitos de la Norma ISO 21001: 2018. El caso de una institución educativa privada de Lima [Tesis de maestría, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. http://hdl.handle.net/20.500.12833/2345