Promoción de comunidades de aprendizaje para el fortalecimiento de los procesos pedagógicos en la IE. 38820 a Samaniato
Fecha
2018
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Universidad Antonio Ruiz de Montoya
Resumen
El trabajo de investigación “Promoción de comunidades de aprendizaje para el fortalecimiento de los procesos pedagógicos en la Institución Educativa 38820-A Samaniato, distrito de Kimbiri, provincia de La Convención, departamento del Cusco” surge de una problemática latente, caracterizada por el bajo rendimiento de los estudiantes en las diferentes evaluaciones (ECE-2016), la falta de fortalecimiento de las competencias y capacidades en los docentes, el desconocimiento y poco manejo de los procesos pedagógicos, así como el escaso hábito de trabajo en equipo. A esto se suma el poco compromiso con la labor pedagógica, lo que impide lograr un aprendizaje significativo y la adecuada aplicación del currículo. La metodología empleada en este trabajo de investigación se describe en una secuencia estratégica de tres momentos: entender (generar conocimientos pedagógicos mediante un proceso de monitoreo y acompañamiento adecuado), comprender (generar y describir situaciones contextualizadas) y emprender (transformar y cambiar la realidad educativa con soluciones concretas). La importancia se refleja en su aplicación, que promueve en los docentes un adecuado clima institucional, control de las emociones, coherencia en las acciones que desarrollan, preparación académica mediante el trabajo colaborativo y en equipo, coordinaciones pedagógicas, pasantías internas e intercambio de docentes, y sobre todo genera una convivencia armoniosa. Para ello, se comprometió a todos los docentes para que se involucren y trabajen juntos, aprovechando sus experiencias pedagógicas con un cronograma de jornadas pedagógicas, adaptable para todos. Se utilizan estrategias de seguimiento y monitoreo para explicar el método, técnicas e instrumentos a emplear, para recoger y evaluar la información durante el proceso de ejecución, así como mecanismos de retroalimentación.
The research work “Promotion of Learning Communities for the Strengthening of Pedagogical Processes in Educational Institution 38820-A Samaniato, District of Kimbiri, Province of La Convención, Department of Cusco” arises from a latent problem characterized by low student performance in various evaluations (ECE-2016), lack of strengthening of teachers’ competences and capacities, insufficient knowledge and management of pedagogical processes, and a general lack of teamwork. Added to this is a weak commitment to pedagogical work, which prevents achieving meaningful learning and proper application of the curriculum. The methodology used in this research is described as a strategic sequence of three stages: understanding (generating pedagogical knowledge through appropriate monitoring and guidance), comprehending (generating and describing contextualized situations), and undertaking (transforming and changing the educational reality with concrete solutions). Its importance is reflected in its application, promoting among teachers an appropriate institutional climate, emotional regulation, coherence in their actions, academic preparation through collaborative teamwork, pedagogical coordination, internal internships, teacher exchanges, and, above all, harmonious coexistence. To this end, all teachers were encouraged to get involved and work together, taking advantage of their pedagogical experiences through a schedule of pedagogical days, designed to be adaptable for everyone. Monitoring and follow-up strategies were employed to explain the method, techniques, and tools to be used, to collect and evaluate information during the implementation process, and to provide feedback mechanisms.
The research work “Promotion of Learning Communities for the Strengthening of Pedagogical Processes in Educational Institution 38820-A Samaniato, District of Kimbiri, Province of La Convención, Department of Cusco” arises from a latent problem characterized by low student performance in various evaluations (ECE-2016), lack of strengthening of teachers’ competences and capacities, insufficient knowledge and management of pedagogical processes, and a general lack of teamwork. Added to this is a weak commitment to pedagogical work, which prevents achieving meaningful learning and proper application of the curriculum. The methodology used in this research is described as a strategic sequence of three stages: understanding (generating pedagogical knowledge through appropriate monitoring and guidance), comprehending (generating and describing contextualized situations), and undertaking (transforming and changing the educational reality with concrete solutions). Its importance is reflected in its application, promoting among teachers an appropriate institutional climate, emotional regulation, coherence in their actions, academic preparation through collaborative teamwork, pedagogical coordination, internal internships, teacher exchanges, and, above all, harmonious coexistence. To this end, all teachers were encouraged to get involved and work together, taking advantage of their pedagogical experiences through a schedule of pedagogical days, designed to be adaptable for everyone. Monitoring and follow-up strategies were employed to explain the method, techniques, and tools to be used, to collect and evaluate information during the implementation process, and to provide feedback mechanisms.
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Innovaciones educativas, Profesores, Aprendizaje, Formación de profesores, Educación