Now showing items 1-20 of 23

Actitudes docentes hacia la investigación científica y autoevaluación de su enseñanza

Vargas Delgado, Leonardo; Ávila Toscano, José Hernando; De La Rosa Ibañez, Hermes ; Hernández Chang, Emilio; Jiménez Zúñiga, Juan José (Corporación Universidad de la CostaColombia, 2022-07-13)

Introducción: Las actitudes docentes hacia la investigación influyen en la percepción e interés del estudiante afectando su enseñanza en el aula. Objetivo: Evaluar actitudes hacia la investigación en docentes, desde la ...
Análisis de la práctica pedagógica para promover el aprendizaje autónomo en estudiantes de básica secundaria

Navarro Morales, Dayana Margarita; Lamadrid Ospina, Aritna Lucia (Corporación Universidad de la CostaMaestría en Educación, 2021)

The purpose of the work was to analyze the pedagogical practice of teachers to promote autonomous learning in eighth and ninth grade of the Madre Marcelina District Educational Institution, taking as a starting point the ...
Análisis del acto docente en la práctica pedagógica presencial en el programa de administración de empresas en la Universidad de la Costa en el 2013

Alfaro Lipeda, Dilsa; Ramos Marriaga, Yasmin (Especialización en Estudios Pedagógicos, 2013-08-27)

This research is necessary because teacher evaluation highlighted within their training and professional performance and the University would be strengthened as a driver of continuous improvement of the educational act. ...
Evaluación del acto docente en la práctica pedagógica presencial en el programa de Ingeniería Eléctrica de la Universidad de la Costa CUC en el 2013

González Pérez, Lorena Patricia; Muñoz Meza, Kelsy María (Universidad de la CostaEspecialista en Estudios Pedagógicos, 2013)

This investigation report is structured in the following way: An Introduction and three chapters. The first one is about the project background and theoretical referents, related to evaluation in the educational field, the ...
Evaluación del acto docente en la práctica pedagógica presencial en la cuc en el 2013

Aponte Herrera, Laureano Manuel (Especialización en Estudios Pedagógicos, 2013-08-16)

Este trabajo de investigación se encuentra organizado así: la introducción y tres capítulos. El primero un documento que da cuenta de los elementos conceptuales que consolidan el proyecto en los referentes teóricos ...
Fortalecimiento de la práctica pedagógica en docentes de contaduría pública desde las Normas Internacionales de Información Financiera

Puentes Ramos, Juan Miguel; Trujillo Muñoz, Rosa Patricia (Maestría en Educación, 2016-10-21)

Today professionals public accounting face many challenges when exercising the profession, including the new accounting policy framework with which the Colombian government established consistency of financial information ...
Herramientas de autor y su aporte a la práctica pedagógica en el proceso de enseñanza y aprendizaje del inglés

Acosta Trejo, Emerson (Universidad de la CostaMaestría en Educación - Modalidad Virtual, 2018-12-13)

This research analyzes the contribution of author tools to the pedagogical practice of teachers in the areas of English. For this, a diagnostic test was applied that allowed to identify the state of the pedagogical practice ...
Impacto de la resignificación de la práctica pedagógica investigativa y del currículo de graduados de pedagogía de instituciones de educación superior en Barranquilla-Colombia

Guerrero Cuentas, Hilda R; Morales Ortega, Yuneidis; Nuñez Rios, Greys P; Medina Fonseca, Elias D (Universidad de la Costa, 2020-04)

Este trabajo tiene como objetivo indagar sobre cómo el graduado universitario de pedagogía asume desde el ejercicio de su rol profesional la resignificación de la práctica pedagógica investigativa. Se evalúa el impacto de ...
Mediación TIC usando tabletas para fortalecer la calidad educativa en las instituciones de Providencia Isla

Saams Watson, Linety (Universidad de la CostaMaestría en Educación - Modalidad Virtual, 2019-02-22)

The purpose of this research project is to design a pedagogical proposal mediated by Information and Communication Technology (ICT) with the use of tablets for the strengthening of educational quality in Providencia ...
Mejoramiento comprensión lectora a través de estrategia lectura interdisciplinar en estudiantes 3° de primaria

González Pérez, Ana María; Ospino Santana, Jackeline Esther (Universidad de la CostaMaestría en Educación, 2019)

The objective of this study was to determinate if the interdisciplinary reading applied as a strategy could strengthen reading comprehension for students belong to third grade at Institución Educativa Comunitaria ...
Metodologías didácticas innovadoras para la transformación de la practica pedagógica

Ortiz Coronado, Angela; Rodrigez Ramos, Carolina (Corporación Universidad de la CostaHumanidadesBarranquilla, ColombiaMaestría en Educación, 2022)

En el sistema social, es necesario una reflexión permanente y continua sobre las dificultades que afectan a la educación, en su calidad y la pertinencia del aprendizaje de los estudiantes; específicamente la necesidad ...
El Mooc una herramienta tic para la resolución del conflicto

Rocha Acendra, Gissela Judith; Rodríguez Terán, Faisy Del Carmen (Universidad de la CostaMaestría en Educación - Modalidad Virtual, 2019)

Currently, teachers face many challenges when exercising the profession, among which the new Mooc regulatory framework is highlighted, which is defined as a tic tool for conflict resolution and school coexistence. The ...
Pedagogía desarrollista en la práctica del docente de Ciencias Económicas de la Universidad de la Costa

Sacker García, Janeth; Bernal Martínez, Mirna Patricia (Corporación Universidad de la Costa, 2013-01-01)

Este artículo surge con el propósito de identificar los paradigmas asociados a la práctica pedagógica cotidiana de los docentes de Ciencias Económicas y Administrativas de la Universidad de la Costa, para constatar si su ...
Pertinencia de la practica pedagógica docente y su relación con el desempeño académico de los estudiantes de la institución educativa Fermin Tilano

Altamar De la Cruz, Liliana Isabel; Martinez Silva, Jeniffer paola (Maestría en Educación, 2016)

This document outlines the findings regarding the relevance of teaching pedagogical Research Practice (PPD) and Your Relationship With Academic Performance (DA) students of School Fermín Tilano of Chorrera. From them ...
Práctica pedagógica: su relación con la prevención y mitigación del conflicto escolar

Durán Monsalve, Laura (Universidad de la CostaLicenciatura en Educación Básica Primaria, 2018-12-18)

The present research seeks to understand the pedagogical practice of the teacher and its relationship with the prevention and mitigation of school conflict, taking into account that currently there are educators, which are ...
Las prácticas pedagógicas inclusivas como mediación educativa en el proceso de enseñanza y aprendizaje de los estudiantes de la IED Elvia Vizcaíno De Todaro de Aracataca

Castro Polo, Yolima Del Carmen; Martínez Albus, Edelfa Johana (Corporación Universidad de la CostaMaestría en Educación, 2021)

Inclusive pedagogical practices as educational mediation in the teaching and learning process address a major problem. Although schools talk about equity and handle speeches about inclusion, there are still barriers framed ...
Propuesta para la apropiación de modelo de pedagogía conceptual en las prácticas pedagógicas

Gualdrón Cárdenas, Ella Cecilia; Llerena Viloria, Olga Patricia (Corporación Universidad de la CostaMaestría en Educación, 2020)

This research work proposes strategies for the appropriation of Conceptual Pedagogy in the Pedagogical Practices. At the methodological level, the research was developed as descriptive with a quantitative method, with a ...
Requerimientos de un sistema de gestión para la enseñanza en contextos socioculturales trilingües. Caso: Archipiélago San Andrés, providencia y Santa Catalina

Lever Steele, Iris; Ogiste Francis, Gene (Universidad de la CostaMaestría en Educación - Modalidad Virtual, 2018-12-12)

San Andrés is an island of Colombia that has a presence in three languages, which interact in different spaces, Spanish, Kriuol and English. The educational system, ignoring this linguistic diversity, indiscriminately ...
Sistemas de gestión de aprendizaje. Un escenario para el fortalecimiento de la práctica pedagógica

Mejía Fuentes, Fanny Esther; Mejía Fuentes, Martha Cecilia (Universidad de la CostaMaestría en Educación - Modalidad Virtual, 2020)

Due to the increased use of the tools of new ICT technologies, it is necessary to permanently train teachers, especially in learning management systems, which is why this research work worked to determine the use of teaching ...
Software Tecnemar: un reto para los profesores de humanidades en el desarrollo de la competencia comunicativa lectora en tiempos de COVID 19

Maestre Matos, Nereida; Betancourt Franco, Martha Lucía (Corporación Universidad de la CostaMaestría en Educación, 2021)

The objective of this research is to understand how TECNEMAR software can transform the practice of the humanities teachers of the Educational Institution Thelma Rosa Arévalo, for the development of the communicative reading ...

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Actitudes docentes hacia la investigación científica y autoevaluación de su enseñanza
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Vargas Delgado, Leonardo | 2022-07-13

Introducción: Las actitudes docentes hacia la investigación influyen en la percepción e interés del estudiante afectando su enseñanza en el aula. Objetivo: Evaluar actitudes hacia la investigación en docentes, desde la relación con su enseñanza, e identificando si las actitudes y la autoevaluación muestran diferencias en función del nivel educativo donde se desempeña el profesor y su formación de pregrado en investigación. Metodología: Estudio correlacional simple con 214 docentes, evaluados con la Escala de Actitudes hacia la Investigación Revisada (EACIN-R) para identificar las actitudes desinterés, vocación y valoración, y un cuestionario ad hoc de autoevaluación del interés, uso y seguridad al enseñar investigación. Resultados: Las actitudes vocación (rho = 0.55, p < 0.001) y valoración investigativa (rho=.33, p < 0.001) correlacionan positivamente con la autoevaluación docente, mientras que el desinterés se relaciona de forma inversa (rho = –0.35, p < 0.001). La autoevaluación de la enseñanza en investigación es mayor en docentes de preescolar (U = 4071.5, p < 0.01) y en quienes tienen antecedentes investigativos en el pregrado (U = 4459.5, p < 0.01). Conclusiones: Son notorias las relaciones entre actitudes y autoevaluación de la enseñanza de investigación, siendo particularmente valiosa la experiencia investigativa (participar en semilleros, realizar tesis de grado) durante la formación inicial

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Análisis de la práctica pedagógica para promover el aprendizaje autónomo en estudiantes de básica secundaria
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Navarro Morales, Dayana Margarita | 2021

The purpose of the work was to analyze the pedagogical practice of teachers to promote autonomous learning in eighth and ninth grade of the Madre Marcelina District Educational Institution, taking as a starting point the documentary review of the PEI, MPI, area plans, a interviews with teachers and a questionnaire with students in the grades in question. The theoretical base was organized from the investigation of the categories autonomous learning and pedagogical practice, complemented with conceptual contributions on the strategies for autonomous learning and ICT. To specify the objectives, a mixed methodology was chosen from the treatment of qualitative and quantitative data, giving priority to the former in the search for relationships between the practice of teachers and the autonomous learning of students; in the results, it was evident that educators confuse the actions developed from the natural didactics of their work, and those that really make the student self-regulate and become the protagonist of their own learning.

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Análisis del acto docente en la práctica pedagógica presencial en el programa de administración de empresas en la Universidad de la Costa en el 2013
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Alfaro Lipeda, Dilsa | 2013-08-27

This research is necessary because teacher evaluation highlighted within their training and professional performance and the University would be strengthened as a driver of continuous improvement of the educational act. Research is necessary because the act of teaching in their teaching practices to identify the strengths and needs of the teacher and thus establish, coping strategies. Society demands an education system that meets their needs from their teachers maintaining an optimal level in the management of knowledge generated within and outside the educational environment, which is possible if there is a methodological assessment that integrates strategies including teaching and ways to evaluate teachers utilizing taking exercise as part of a process and not a disqualifying event of teaching. The results of the descriptive level research would provide the ability to detect aspects of pedagogical practice that takes place in the CUC and determine if they are appropriate to their educational model. This research would provide methodological contributions that would serve as an educational exercise evaluative parameters to other institutions that would like to apply the methodological structure designed. The technique of systematic observation of teaching practice, the tools developed and the way of presenting the results could provide guidance to other similar studies in other higher educational institutions. Would benefit not only methodological but theoretical benefits to the extent that the educational community could have a consultation paper prepared under the guidelines of the scientific method authorized concepts arising from different theoretical constructs and contemporary trends. Present the institutional pedagogical model used as the basis for other institutions to formulate its own institutional model. Teachers in the University would be of much use since it could help improve teaching practice, while giving them the opportunity to express their views, and could identify their strengths and weaknesses and from them generate a plan action that may lead to its improvement, training and development to help raise their professional level. Students would be of benefit because it would identify through their teachers new ways to access knowledge. The CUC as an institution and in particular to the people who run their formation processes because obtained through a record of the results of the pedagogical activity of teachers who integrate enabling implement new measures in relation to the pursuit of quality in the processes integral formation of students. In short, can count on, with a full and detailed information about the methodologies employed by faculty that integrates. It is considered one of the main contributions is the design and implementation of a measurement instrument teacher pedagogical act, to the descriptive level research permits. It is interesting to pedagogy, set in one quantitative and qualitative research in a complementary and not exclusive as traditionally conceived. Being a process research contributes to the understanding of meaning and transformation of pedagogical practice, it is important that a line of research tends to value and demand a paradigm coherence, is to provide the parameters needed to transform a reality or problematic exists. Failure to perform this investigation to describe the act of teaching from teaching practice Coast University would lack reliable tools to demonstrate what professional profiles of teachers and COAST UNIVERSITY which used to lead skills and impart pedagogical processes higher education quality and equity, so, managers have no way to know with precision which gives the scientific method, the level of quality of its teachers teaching act. It would ignore the study of an important variable in the qualification process must advance pedagogical university under the accreditation process has been experiencing in recent years, an issue that was also highlighted in different visits to the institution by peer reviewers sent by the national accreditation council. The affected teachers would also not have access to scientific systematic feedback through the activity they perform, and would be less likely to improve their pedagogical practice, the students would not get in an organized and planned new guidelines to facilitate their access to knowledge. The thoughts and ideas expressed are their delimitation and we note that in terms Delimitation Population: As under study establishes the body active undergraduate teaching at the University of Costa properly linked in the first quarter of 2013. Space Delimitation: The study was conducted in the University's educational environments. Temporal Delimitation: The design of this research is aimed to develop in the first quarter of 2013.

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Evaluación del acto docente en la práctica pedagógica presencial en el programa de Ingeniería Eléctrica de la Universidad de la Costa CUC en el 2013
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González Pérez, Lorena Patricia | 2013

This investigation report is structured in the following way: An Introduction and three chapters. The first one is about the project background and theoretical referents, related to evaluation in the educational field, the teacher role in higher education; the pedagogical practice focused on transforming attitudes and enhances new learning in the classroom. Several conceptions of learning process, the use of didactic materials, evaluative strategies of learning in higher level, continuous improvement plan for professors in college, Modelo Desarrollista at Universidad de la Costa CUC. The second chapter shows the analysis of results obtained through the observation tool applied to electronic engineering program teachers from CUC. In the third chapter are expounded the conclusions that came out after analyzing the results produced with respect to the assessment of teaching role and in the fourth chapter are made recommendations with the purpose of establishing improvement plans to generate high quality process in the pedagogical practice developed at Universidad de la Costa. The type of research of this project was qualitative – descriptive, because it looked for explaining in detail the nature of a phenomenon by observing, to handle collecting elements of information, to formulate hypothesis about a studied subject and present a diagnosis about the teacher role in educational process of the university.

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Evaluación del acto docente en la práctica pedagógica presencial en la cuc en el 2013
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Aponte Herrera, Laureano Manuel | 2013-08-16

Este trabajo de investigación se encuentra organizado así: la introducción y tres capítulos. El primero un documento que da cuenta de los elementos conceptuales que consolidan el proyecto en los referentes teóricos relacionados con evaluación en el campo educativo, una contextualización de la facultad de arquitectura acto docente en la educación superior, bases teóricas del acto educativo, estrategias metodológicas para la enseñanza de la educación superior, estrategias evaluativas en el aprendizaje en el nivel superior, uso didácticos en la educación superior, modalidad de enseñanza aprendizaje a nivel superior,, el aprendizaje en el nivel superior, la práctica pedagógica como eje transformador de actitudes y generador de nuevos aprendizajes en el aula del siglo XXI, el modelo pedagógico desarrollista en la educación superior. El segundo capítulo presenta el análisis de los resultados obtenidos a través del instrumento de observación aplicado a los docentes de la facultad de arquitectura de la CUC. En el tercer capítulo, se mencionan las conclusiones que surgieron después del análisis de los resultados a la valoración del acto docente. En el cuarto capítulo se hacen una serie de ecomendaciones con el objetivo de realizar planes de mejoramiento que apunten a generar procesos de calidad en la práctica pedagógica que se desarrolla en la CUC. El tipo de investigación del presente trabajo fue de carácter cualitativa-descriptivo, porque describió las características de la práctica docente CUC en su modalidad presencial. También buscó detallar la naturaleza de un fenómeno objeto de observación, manejar elementos de recolección de información, formular hipótesis 6 sobre lo estudiado y presentar un diagnóstico sobre la realidad del acto Docente en los procesos educativos de la CUC. El método que se utilizó fue de investigación – acción comprendida en las siguientes etapas o fases: Definición del problema, diseño del trabajo, recolección de datos, análisis de datos e informe y validación de la información. La técnica desarrollada fue de observación directa y aplicación de instrumento.

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Fortalecimiento de la práctica pedagógica en docentes de contaduría pública desde las Normas Internacionales de Información Financiera
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Puentes Ramos, Juan Miguel | 2016-10-21

Today professionals public accounting face many challenges when exercising the profession, including the new accounting policy framework with which the Colombian government established consistency of financial information of local businesses with standards stands present in the world economy; so the goal of this research is to strengthen teachers pedagogical practices public accounting from the International Financial Reporting Standards (IAS-IFRS). Therefore, the methodology was established through action research; it is intended that the teacher to reflect and improve their teaching practice. The results identified as key findings need to update the program plans public accounting in the university context where the research was conducted; and as discussion groups are a strategy for teachers to make a reflective practice. And in this sense conclusions as to integrate IFRS in practice accounting teacher can positively impact student performance professional public accounting are highlighted.

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Herramientas de autor y su aporte a la práctica pedagógica en el proceso de enseñanza y aprendizaje del inglés
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Acosta Trejo, Emerson | 2018-12-13

This research analyzes the contribution of author tools to the pedagogical practice of teachers in the areas of English. For this, a diagnostic test was applied that allowed to identify the state of the pedagogical practice of the teachers of the Departmental Educational Institution Natania in the area of English. Subsequently, a training process was developed with the inclusion of the author tool CUADERNIA in the areas of English, during an academic period. Finally, pedagogical strategies were formulated with the use of the tool applied to the English students of the institution. The study showed that students and teachers were motivated with the use of technology, considering it an effective tool to reinforce knowledge in the areas of English. It was concluded that the application of the author tool as a didactic mediation strategy contributes to the strengthening of the pedagogical practice of the teachers and, at the same time, to the learning of the students

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Impacto de la resignificación de la práctica pedagógica investigativa y del currículo de graduados de pedagogía de instituciones de educación superior en Barranquilla-Colombia
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Guerrero Cuentas, Hilda R | 2020-04

Este trabajo tiene como objetivo indagar sobre cómo el graduado universitario de pedagogía asume desde el ejercicio de su rol profesional la resignificación de la práctica pedagógica investigativa. Se evalúa el impacto de los graduados del programa de Especialización en Estudios Pedagógicos de la Universidad de la Costa (Colombia) durante el periodo 2014-2017, frente a la resignificación de la práctica pedagógica investigativa. El estudio se fundamentó los preceptos y lineamentos planteados por el Consejo Nacional de Acreditación y el proyecto Tuning. Se trabajó bajo un enfoque cuantitativo con una población de 247 egresados, utilizando la técnica de la observación y el cuestionario de auto reporte como instrumento para la recolección de información. El estudio muestra que el trabajo curricular desarrollado en el programa impacta positivamente el desempeño de los egresados en el mercado laboral. Se evidencia así la pertinencia del programa en su formación profesional y desempeño laboral al ajustarse los planes curriculares acorde a las necesidades nacionales e internacionales.

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Mediación TIC usando tabletas para fortalecer la calidad educativa en las instituciones de Providencia Isla
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Saams Watson, Linety | 2019-02-22

The purpose of this research project is to design a pedagogical proposal mediated by Information and Communication Technology (ICT) with the use of tablets for the strengthening of educational quality in Providencia Educational Institutions, taking as a reference the synthetic index quality. Based on the pedagogical practices of the María Inmaculada Educational Institution where emphasis is placed on research and reading comprehension in all areas, however, the educational use of technologies is incipient, a situation that is worrisome due to the impact of technological tools they have in the quality of the academic and administrative processes. The research is conducted under a mixed approach, descriptive type, quasi-experimental method, a sample of 8 teachers from the Spanish area and primary and secondary basic mathematics from a population of 12 teachers was selected. group of 28 students of the seventh grade from a population of 265 students, to whom a survey was applied to verify the degree of educational appropriation of the ICTs of the María Inmaculada Educational Institution; Likewise, a documentary review was carried out to collect Institutional information related to the synthetic quality indicators established by the Ministry of National Education of Colombia regarding the 4 components: Progress, Performance, Efficiency and School Environment. The main results obtained show that the Institution has been improving its performance and the quality of its processes between 2016 and 2017, as it is observed in the performance agreement for excellence sent by the Ministry of Education and endorsed by Decree 1075 of the 2015, whenever there is a minimum annual improvement at all levels of an Institution, which is signed by the Rector of the Institution. It was concluded that Providence Island is seeing the results of actions and strategies applied to improve quality, with the use of tablets in classrooms by teachers, which has an impact on the improvement of students' competitiveness and in the empowerment of teachers of their daily work for the benefit of themselves and the community in general through the pedagogical use of technological tools and the appropriation of innovative methodologies. Theories that were used in the project, the main results obtained by each objective and the main conclusions. The constructivist theory is the one that was worked on, the theory of significant learning and the theory of the digital

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Mejoramiento comprensión lectora a través de estrategia lectura interdisciplinar en estudiantes 3° de primaria
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González Pérez, Ana María | 2019

The objective of this study was to determinate if the interdisciplinary reading applied as a strategy could strengthen reading comprehension for students belong to third grade at Institución Educativa Comunitaria Distrital Manuel Elkin Patarroyo. The strategy was aimed at improving reading levels from the students, detected in a Reading Competence. To evaluate reading comprehension in students, teachers used a guide called Prueba de Caracterización del nivel de fluidez y comprensión lectora. This guide was given by Ministerio de Educación Nacional. It was applied a pre test and a post test to sample formed a control group and experimental one, both groups belonging to third grade of basic primary. The sample was formed by 72 students of both sexes and belonging to regular classrooms at the time of the characterizations. Educational intervention was comprised of readings that were part of multiple subjects: Social Sciences, Sciences, Ethics and values, Art and Language, using reading from the interdisciplinary and knowledge integration. Similarly, strengthened the reading strategy interdisciplinary with the elaboration of didactic material seeking to motivate the reader habit and enrichment of significant experiences as a contribution to teaching practice. He was a descriptive statistical analysis, which compiled the results both of the pre test and post test, to check if the reading comprehension of students in the experimental group was strengthened by the interdisciplinary reading strategy.

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Metodologías didácticas innovadoras para la transformación de la practica pedagógica
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Ortiz Coronado, Angela | 2022

En el sistema social, es necesario una reflexión permanente y continua sobre las dificultades que afectan a la educación, en su calidad y la pertinencia del aprendizaje de los estudiantes; específicamente la necesidad de definir enfoques metodológico acordes al contexto desde la gestión académica. Por tanto, el objetivo del presente estudio se orienta a Diseñar una propuesta didáctica, fundamentada en enfoques metodológicos innovadores para la transformación de la práctica pedagógica. La investigación se desarrolló desde las variables Practicas pedagógicas y Metodologías didácticas innovadoras fundamentado en un enfoque racionalista-deductivo y un paradigma mixto de naturaleza cualicuantitativo. El diseño es de naturaleza lógico formal y las unidades de análisis seleccionadas para el diseño de campo son estudiantes de los niveles de básica secundaria y educación media, docentes y directivos docentes de la Institución educativa distrital Villas de San Pablo, Atlántico, Colombia. Para el análisis documental se trabaja el Proyecto educativo institucional (PEI) y los planes de área. Los hallazgos permiten evidenciar, tanto en los documentos revisados, como en los resultados de las encuestas y entrevistas que es necesario diseñar e implementar una propuesta metodológica innovadora para lograr el afianzamiento de los aprendizajes de los estudiantes. Se concluye en la importancia de innovar en la práctica pedagógica y en la didáctica de las asignaturas como una condición clave para lograr aprendizajes significativos

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El Mooc una herramienta tic para la resolución del conflicto
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Rocha Acendra, Gissela Judith | 2019

Currently, teachers face many challenges when exercising the profession, among which the new Mooc regulatory framework is highlighted, which is defined as a tic tool for conflict resolution and school coexistence. The results indicate as fundamental findings the need to update the program plans, in the school context where the research was conducted; and as the discussion groups are a strategy for teachers to make a reflective practice. And in this sense, conclusions are highlighted for the strengthening of the pedagogical practice in relation to the resolution of conflicts in the teaching of education, in institutions so as to be able to positively impact the professional performance of the Teacher as a practice and strategy regarding coexistence of the students.

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Pedagogía desarrollista en la práctica del docente de Ciencias Económicas de la Universidad de la Costa
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Sacker García, Janeth | 2013-01-01

Este artículo surge con el propósito de identificar los paradigmas asociados a la práctica pedagógica cotidiana de los docentes de Ciencias Económicas y Administrativas de la Universidad de la Costa, para constatar si su quehacer devela una verdadera práctica del modelo pedagógico institucional. Utilizando métodos cualitativos y cuantitativos, se diseñó un instrumento para la recolección de las voces de los docentes respecto a su práctica educativa. Con ello, los autores buscaron valorar los niveles de apropiación del Modelo Pedagógico Desarrollista (MPD) en sus docentes, y su implementación en los procesos administrativo académico. Se encontró que en toda institución o empresa, es deber de los ejecutivos propender a la verificación de los procedimientos, actividades y prácticas del personal de la organización y a su implementación, de acuerdo con los estándares establecidos como institución y ante el Estado para garantizar la armonía de la misma. Toma una nueva perspectiva el asunto, y se observa el deseo de los docentes por asumir nuevas formas de evaluación. Se advierte la apertura hacia nuevos enfoques conceptuales con orientación de la conciencia en los docentes de la necesidad de coherencia entre la Misión de la Institución y las herramientas a través de las cuales se sigue el desarrollo académico

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Pertinencia de la practica pedagógica docente y su relación con el desempeño académico de los estudiantes de la institución educativa Fermin Tilano
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Altamar De la Cruz, Liliana Isabel | 2016

This document outlines the findings regarding the relevance of teaching pedagogical Research Practice (PPD) and Your Relationship With Academic Performance (DA) students of School Fermín Tilano of Chorrera. From them overall objective relevance of PPD and its relationship with the DA Student Determined, which the identification of postulates Theoretical, epistemological that reveal the pedagogical practice teaching the investigated context requires, to characterize Such practical and identify elements underlying the Academic Performance and establish relations in a Coherence: relevance educational requirements. To develop the investigative process that meets the study categories are considered the appointment of theoretical framework guiding the study. Freire, Gimeno, Zuluaga and Zambrano: From the author postulates Pedagogical Practice As contemplated. Thus in the category itself Academic Performance Highlights Contributions of authors such as stories, Tellez Diaz Barriga and Gimeno. Meanwhile relevance category is approached from the position of UNESCO and author of As Tünnermann and Humberto Maturana, who see it as one of the attributes of Educational Quality. Qualitative Research court is conceived from UN paradigm critical partner under the Action Research Methodology, since the intention to address the educational reality for collective and comprehensive Problem Construction is based. Techniques and Instruments As a literature review, observations, surveys and interviews were used, one teacher APLICADAS management, Parents and Students in third, fifth, ninth and eleventh grade. Results show important disarticulation between theory and Exercise of praxis, few processes of planning, unmotivated teaching Actos, A Evaluative practice summative character, little accompaniment Parents, excessive freedom of the Common and inconsistencies between the teacher training purposes and actions the Theoretical Foundations epistemological indicated in Institutional Documents.

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Práctica pedagógica: su relación con la prevención y mitigación del conflicto escolar
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Durán Monsalve, Laura | 2018-12-18

The present research seeks to understand the pedagogical practice of the teacher and its relationship with the prevention and mitigation of school conflict, taking into account that currently there are educators, which are limited to the transmission of pragmatic content, leaving aside the true meaning of the education, which is the integral formation of the students. This study was carried out in a Private Educational Institution of the Department of the Atlantic, specifically in the Centro Educativo Ángelus of the Municipality of Palmar de Varela. It is based on the theories of Diaz (2001), Torrego (2006), Jean-Pierre Bonafé-Schmitt (2000) and Pérez (2001), whose authors clearly and coherently explain each one of the categories of this research, from the referents of the pedagogical practice of the teacher and its relation in the prevention and mitigation of the conflict. To achieve this goal, it was based on an experiential Introspective epistemological approach with the interpretive paradigm, under the qualitative design and the participatory research - action method. The population under analysis is the teachers of Primary Basic Education of the Angelus Educational Center of the municipality of Palmar de Varela, Atlántico, a sample of 10 teachers was selected. The analysis and the collection of the information were carried out, from observation instruments, interviews and focus groups, which allowed obtaining the results. Through the main results obtained, it was consolidated that this investigation was pertinent since it was possible to understand what is the relationship between the pedagogical practice of the teacher and the prevention and mitigation of conflict in the classroom

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Las prácticas pedagógicas inclusivas como mediación educativa en el proceso de enseñanza y aprendizaje de los estudiantes de la IED Elvia Vizcaíno De Todaro de Aracataca
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Castro Polo, Yolima Del Carmen | 2021

Inclusive pedagogical practices as educational mediation in the teaching and learning process address a major problem. Although schools talk about equity and handle speeches about inclusion, there are still barriers framed in a curriculum that is not very flexible and therefore prevents students from developing their own abilities and skills. Therefore, the main purpose is to identify the inclusive pedagogical strategies that underlie the teaching praxis and how they contribute to the educational mediation in the teaching and learning process of the students of the IED Elvia Vizcaino de Todaro, and that from the recognition of the specific characteristics of the students, the pedagogical practices are strengthened and transformed from the adoption of a change of attitude and mechanisms, to give meaning to the pedagogical work and lay its foundations on a real commitment to diversity and the particularities of each student.

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Propuesta para la apropiación de modelo de pedagogía conceptual en las prácticas pedagógicas
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Gualdrón Cárdenas, Ella Cecilia | 2020

This research work proposes strategies for the appropriation of Conceptual Pedagogy in the Pedagogical Practices. At the methodological level, the research was developed as descriptive with a quantitative method, with a descriptive level, within the positivist paradigm. The technique used is the survey and two questionnaires were used as instruments. The results of the investigation show in the first instance the presence of the models: traditional, behaviorist, develop mentalist and social critic; they show some elements of conceptual pedagogy and it is determined that there are no variables that are related to the appropriation of said pedagogy in the teachers of the institution. These results allow the generation of a proposal focused on strengthening the conceptual pedagogy in this institution. It is concluded that there is no dominant model among teachers, but rather a multimodel. That is, the presence of different models.

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Requerimientos de un sistema de gestión para la enseñanza en contextos socioculturales trilingües. Caso: Archipiélago San Andrés, providencia y Santa Catalina
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Lever Steele, Iris | 2018-12-12

San Andrés is an island of Colombia that has a presence in three languages, which interact in different spaces, Spanish, Kriuol and English. The educational system, ignoring this linguistic diversity, indiscriminately implements a monolingual education in Spanish despite all the norms that force the fulfillment of a bilingual education. Law 115 of 1993 establishes that in the territories of ethnic groups with their own linguistic tradition, education must be bilingual, taking as a school foundation the mother tongue of the respective group. This indicates that the educational system of ethnic territories such as San Andrés should have a bilingual or trilingual peculiarity, to avoid the traumatism of the child who arrives at the classroom being monolingual in his Creole language. That is why this study is carried out, which aims to define the requirements of a management system for teaching in trilingual sociocultural contexts, such as San Andres Island. To achieve this proposed achievement, two information-gathering techniques were used, an interview with the teaching directors of the three educational establishments located in the sectors of the Island where this condition is mostly evident and a documentary analysis of different authors about two of the research variables, teaching profile and pedagogical strategy. The results obtained indicate that the requirements for the implementation of a trilingual education system in San Andrés are: an adequate management of the principal, a positive relationship between the school and the environment, a teaching profile and a relevant pedagogical practice.

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Sistemas de gestión de aprendizaje. Un escenario para el fortalecimiento de la práctica pedagógica
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Mejía Fuentes, Fanny Esther | 2020

Due to the increased use of the tools of new ICT technologies, it is necessary to permanently train teachers, especially in learning management systems, which is why this research work worked to determine the use of teaching tools. learning management for the strengthening of pedagogical practice in the teachers of the Latin American University Corporation. A methodological approach was developed with a quantitative-empiricist approach, the type of field and descriptive research. The survey technique was applied, whose data collection instrument was the questionnaire. A sample of 73 teachers was worked out of the 182 currently available, corresponding to 40% of the population, with a level of reliability of 93% and a margin of error of 7%. Through the results obtained, he concluded that learning management tools contribute greatly to the strengthening of pedagogical practice in teachers, in terms of the daily activities carried out in classrooms, laboratories or other spaces, academic, guided by a curriculum and whose purpose is the comprehensive training of students. In the Latin American University Corporation, mixed-type or b-learning teaching is used, since it applies face-to-face classes supported by virtual learning platforms, however, despite this, it was evidenced that teachers use these tools to store information, or only to make evaluations, which do not represent the true benefit of these tools.

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Software Tecnemar: un reto para los profesores de humanidades en el desarrollo de la competencia comunicativa lectora en tiempos de COVID 19
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Maestre Matos, Nereida | 2021

The objective of this research is to understand how TECNEMAR software can transform the practice of the humanities teachers of the Educational Institution Thelma Rosa Arévalo, for the development of the communicative reading competence in elementary school. The research is framed in the socio-critical paradigm, it seeks to know and understand how is the praxis and pedagogical strategies used by the humanities teachers of the mentioned institution, and what the use of technology as a transformative element of teaching implies,, its approach is qualitative, since the actions that guide this work promote deep reflection on pedagogical practices, through dialogue and consensus, on the level of development of the reading process, through document review techniques (plans in the area of humanities - learning guides) and discussion groups with five teachers of said area, the above was carried out from the lights of the action research methodology. The results obtained from the training workshops and a focus group, made up of 5 teachers from the humanities area of the mentioned institution, showed that it is possible to achieve the transformations in their pedagogical work and therefore to the educational quality.

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