Procesos pedagógicos en el aseguramiento del aprendizaje y mejoramiento de la práctica docente
Estrada Arias, Pablo Andrés
Sarabia Rojano, Diliana
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AbstractIn the Latin American context, it is the concern of the different countries to demonstrate quality in the results of the education system, mainly in terms of ensuring learning and skills development as a basis for promoting social development. This intentionality leads to reflect on teaching practice as part of pedagogical processes in the context of innovative learning environments where students participate in the resolution of problem situations by strengthening their capabilities. From this point of reference, the present research aims to design a pedagogical - technological proposal that contributes to the qualification of pedagogical processes in ensuring learning and improving teaching practice. We study the variables pedagogical processes, ensuring learning and Pedagogical practice, contextualized in the planning and evaluation. Research based on a deductive rationalist approach and a mixed paradigm through a qualitative design where quantitative and qualitative components are integrated. The analysis units are represented by students and secondary school teachers and teachers in charge of areas of the Agricultural Technical Educational Institution of Puerto Giraldo in Ponedera located in the department of Atlántico - Colombia. Data were collected using techniques such as surveys for teachers and students, focus group through an interview script for heads of areas and documentary review by means of a content analysis to institutional documents such as the Institutional Educational Project, Curricular Meshes and Guide 34 proposed by ministerial referents. Among the results it can be observed that teachers have clear the importance of pedagogical processes in the classroom generating a favorable impact on the assurance of learning; the perception of teachers and their role as facilitators of learning is considered; However, there is a need for better ownership of the institutional documents that make it possible to develop processes more effectively, as well as the possibility of strengthening technological mediation for the purposes described. Among the conclusions highlight that educational institutions must recognize the importance and contribution offered by the use of ICTs as a priority support to the institutional work in the different educational processes.