Plan de mejora del sistema de acompañamiento docente al aula en un colegio particular subvencionado de la Comuna de Temuco
Plan de mejora del sistema de acompañamiento docente al aula en un colegio particular subvencionado de la Comuna de Temuco
Authors
Baeza Monsalves, Soledad
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Keywords
Acompañamiento pedagógico - Formación pedagógica
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Abstract
El objetivo del presente estudio fue implementar un sistema de acompañamiento en el aula, como estrategia formativa para el profesorado de un colegio particular subvencionado de la comuna de Temuco, Región de La Araucanía. El estudio es de alcance descriptivo y utiliza metodología mixta. La muestra está compuesta por ocho docentes (1 educadora de párvulo y 7 docentes de educación general básica) los que fueron seleccionados en forma intencionada. La información cuantitativa fue recogida a través de una encuesta tipo Likert la cual fue sometida a juicio de expertos y los datos cualitativos se recogieron a través de la técnica del focus group. Los resultados indican que después de incorporar y desarrollar un programa de acompañamiento al aula en forma participativa, los docentes mejoraron su valoración con respecto al proceso, atribuyendo especial importancia al acompañamiento entre pares y a la autoevaluación de la práctica pedagógica
The aim of this study was to implement a system of support in the classroom and training strategy for teachers from a private school subsidized the commune of Temuco, Araucania region. The study is descriptive scope and methodology used mixed. The sample is composed of eight teachers (one toddler educator and 7 basic general education teachers) who were selected intentionally. Quantitative information was collected through a survey Likert which was subjected to expert judgment and qualitative data were collected through focus group technique. The results indicate that after entering and develop an accompanying program to the classroom in a participatory manner, teachers improved their assessment regarding the process, attach particular importance to support peer and self-evaluation of teaching practice. Keywords: accompaniment to the classroom, evaluation, school improvement, professional development
The aim of this study was to implement a system of support in the classroom and training strategy for teachers from a private school subsidized the commune of Temuco, Araucania region. The study is descriptive scope and methodology used mixed. The sample is composed of eight teachers (one toddler educator and 7 basic general education teachers) who were selected intentionally. Quantitative information was collected through a survey Likert which was subjected to expert judgment and qualitative data were collected through focus group technique. The results indicate that after entering and develop an accompanying program to the classroom in a participatory manner, teachers improved their assessment regarding the process, attach particular importance to support peer and self-evaluation of teaching practice. Keywords: accompaniment to the classroom, evaluation, school improvement, professional development
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Trabajo para optar al grado de Magíster en Gestión Escolar