El rol del maestro y su liderazgo en los procesos de transformación institucional en la institución educativa técnico agropecuaria del municipio de Luruaco - Atlántico
Molina Molina, Catalino
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Citar con el siguiente link: http://hdl.handle.net/11323/1398
AbstractFrom 1.982 and I eat consequence of the educational debate that generated the curricular renovation, it began to be developed in the country a pedagogic movement that left of some groups of base of the teaching and investigators. This movement has been considered as one of the activities of more mobilization citizenship and social for the transformation of the education. This experiences will mark the changes deeply that later on they were given in the Colombian educational system and they threw important pedagogic contributions that, in an or another way, they impacted and they began to affect the teaching form. It was a Movement with all their theoretical and methodological elaboration, around topics as: educational innovation; meditate and proposals that, little by little, they were showing their results in the configuration of alternative educational projects (Experiences like Edge of Hunger, Experimental Pedagogic School, System Tutorial, Institute Alberto Merani, among others is proposed gestated in the mark of this process). One of the strongest aspects that defended at this time was the rescue of the pedagogy like field of the knowledge and of practice that gives sustenance to the teaching work and he/she gives sense to the education. The investigation is designed as a general objective, determining the level of leadership by teachers to lead the institution toward efficiency levels, capable of providing a quality education. The specific objectives seek to identify the attitude of teachers compared with aspects of school life as pedagogical processes, training, relationship with students and community education, participation and commitment to institutional change. The investigation is part of the socio-critical paradigm. It arises from a methodological perspective kind of qualitative approach within an ethnographic research, seeking to transform an educational setting. They are used qualitative techniques such as observation, reviewing documents, and key informant surveys. The investigation was evident lack of leadership by teachers of the institution, reflected in their Iow-skilIed, poor handling in their relations with students, colleagues and managers and low professionalism in educational processes. This situation ¡s compounded excessively hierarchical organizational model that slows the processes of participation and leadership of the different levels of school life. The information gained through research shows the need for school, teacher leaders, with larger capacity to promote changes in the school, and in the process of teaching in the classroom as an alternative base for carrying the institution transcendental quality levels.ad.