Perfil y práctica pedagógica de los maestros en la Institución Educativa Divino Salvador vereda Palobajito de Yopal
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Fecha
2014
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Universidad de La Salle. Facultad de Ciencias de la Educación. Maestría en Docencia (Yopal)
Descripción
Esta investigación se enmarcó en la propuesta del macroproyecto “Políticas Educativas en Casanare”. Se realizó durante los años 2013 y 2014. Tuvo como objetivo general: Identificar el perfil y la práctica Pedagógica de los maestros en la Institución Educativa Divino Salvador, Vereda Palobajito del municipio de Yopal, Casanare. Este trabajo se realizó bajo el enfoque cualitativo y la etnografía educativa como método; la entrevista semiestructurada como técnica, y el guión de entrevista como instrumento para recoger la información; la unidad de trabajo estuvo conformada por seis maestros de la Institución Educativa Divino Salvador. Los hallazgos se centran en identificar el perfil y la práctica pedagógica de los maestros, desde un aspecto fundamental: perfil docente y componentes de la práctica – interacción e intervención en el aula. Los resultados giran en torno al perfil y la práctica pedagógica de los maestros que laboran en el establecimiento educativo. En cuanto a los resultados del perfil de los docentes, se encontró que la formación de esos maestros está financiada por recursos propios y no hay un apoyo directo por la Secretaría de Educación. Es importante que el Estado direccione las políticas públicas hacia la cualificación de los docentes, permitiendo así una mejor calidad educativa que los lleve a mejorar su práctica pedagógica, puesto que la práctica pedagógica está mediada por componentes como: la interacción y la intervención que dan lugar al proceso de enseñanza entre el docente y el estudiante. Cabe señalar, que los docentes que laboran en la institución planean para realizar sus clases, presentan con anticipación un plan de estudio establecido por el grupo de trabajo de cada área, lo cual permite llevar de forma organizada las temáticas que se van desarrollando durante el año lectivo.
This research was part of the proposed mega-project "Education Policy in Casanare". It was made during the years 2013 and 2014. Its general objective was: Identify the profile and Pedagogical practice of teachers in the Educational Institution Divino Salvador, vereda Palobajito in Yopal, Casanare. This work was performed under the qualitative approach and educational ethnography as a method; semi-structured interview as a technique, and a screenplay as a tool to collect information; the work unit consisted of six teachers of School Divino Salvador. The findings focused on identifying the profile and pedagogical practice of teachers, from a fundamental aspect: teaching profile and practice components: interaction and intervention in the classroom. The results revolve around profile and pedagogical practice of teachers working in the educational institute. As for the results of the profile of teachers, it was found that the formation of these teachers is financed by own resources and there is no direct support from the secretary of education. It is important that the Government focus public policies towards the qualification of teachers, thus allowing a better quality education that leads them to improve their teaching practice, since certainly, pedagogical practice is mediated by components such as interaction and intervention which seek the teaching process between teacher and student. It is noteworthy that teachers working in the institution they plan to make their classes, and also present in advance a study-plan established by the working group in each area, allowing an organized way out the topics that are developed during the academic year in the school.
This research was part of the proposed mega-project "Education Policy in Casanare". It was made during the years 2013 and 2014. Its general objective was: Identify the profile and Pedagogical practice of teachers in the Educational Institution Divino Salvador, vereda Palobajito in Yopal, Casanare. This work was performed under the qualitative approach and educational ethnography as a method; semi-structured interview as a technique, and a screenplay as a tool to collect information; the work unit consisted of six teachers of School Divino Salvador. The findings focused on identifying the profile and pedagogical practice of teachers, from a fundamental aspect: teaching profile and practice components: interaction and intervention in the classroom. The results revolve around profile and pedagogical practice of teachers working in the educational institute. As for the results of the profile of teachers, it was found that the formation of these teachers is financed by own resources and there is no direct support from the secretary of education. It is important that the Government focus public policies towards the qualification of teachers, thus allowing a better quality education that leads them to improve their teaching practice, since certainly, pedagogical practice is mediated by components such as interaction and intervention which seek the teaching process between teacher and student. It is noteworthy that teachers working in the institution they plan to make their classes, and also present in advance a study-plan established by the working group in each area, allowing an organized way out the topics that are developed during the academic year in the school.
Palabras clave
Políticas públicas, Educación rural, Perfil docente, Práctica pedagógica