Valoración del acto docente en la práctica pedagógica presencial en el programa de ingeniería industrial en la universidad de la costa Cuc en el 2013-I.
Guzman Castellanos, Iván
Viloria Barraza, Diomedes Alfonso
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AbstractOn the premise that to improve you need to evaluate, measure and control, educational processes can be improved, since higher education institutions seek to approach the highest quality standards that meet the cultural and economic demands of their environment or region, enabling the development of the learner, through skills training and skills within an environment that generates opportunities for knowledge construction, where the teacher becomes a manager of learning through dynamic approaches teaching, curriculum content effectively addressed with the help of strategies to ensure that the training process. The teacher as a man in charge of the mission of the comprehensive training of the students must be in pursuit of continuous updating of knowledge and teaching strategies that allow their teaching more significant impact on learning of their students. This is possible through systematic evaluation processes and proactive, making inputs to improvement plans required for the qualification of teachers. In light of the above, the present research a descriptive: "Assessment of Teaching Act on Pedagogical Practice in Industrial Engineering Program at the University modality Coast City CUC Barranquilla Colombia 2013-1" identified characteristics that make teachers pedagogical Industrial Engineering program at the University of Costa CUC, with the aim of providing reliable results around the approaches to teaching and learning assessment most common and consistency with institutional pedagogical model "Developmental" with the act of teaching classroom teachers developed by the program. This was made possible through the direct observation of researchers in training scenarios that teachers used as classrooms and laboratories, using a previously prepared observation sheet for this purpose, contained by four segments: Planning Session Introduction of Session, Session Development, Evaluation and 10 Conclusion, with a total number of 35 indicators divided into different aspects, in turn marking exhaustively whether presented or not, the events listed in the tab. The results support the conclusion that the majority of teachers have a planning observed marked in the subject and the activities developed in class, leaving aside the statement and explanation of the objectives and purpose of the same, focusing on introducing the class to through conceptual connections discussed in previous classes important argumentative and synthesis skills, capturing the attention of students. On the other hand, in the course of the meeting, evaluation and conclusions are found constant teaching by engaging students in building their own concepts and the development of thought through participatory strategies such as case studies and technical applications in class with logical mathematical approach, restricting the training process marked procedural practice with masterful style where he obeys evaluated parameters dictated by the teacher.