La planificación microcurricular y el desempeño y el desempeño docente en maestros de matemática de la Unidad Educativa "Pedro Vicente Maldonado", período febrero - julio 2020
Due to the difficulties that students in our country have in solving academic problems in different areas, the Ministry of Education continuously promotes training courses for educators, with the purpose of generating a change of attitude and strengthening their didactic competencies, considering th...
Na minha lista:
| Autor principal: | |
|---|---|
| Formato: | bachelorThesis |
| Idioma: | spa |
| Publicado em: |
2021
|
| Assuntos: | |
| Acesso em linha: | http://dspace.unach.edu.ec/handle/51000/7716 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
Adicionar Tag | Resumo: | Due to the difficulties that students in our country have in solving academic problems in different areas, the Ministry of Education continuously promotes training courses for educators, with the purpose of generating a change of attitude and strengthening their didactic competencies, considering that in order to improve the quality of education it is important to continuously evaluate the performance of teachers. Despite these efforts, it is important to point out that 55% do not identify a skill with performance criteria of a content skill, thus erroneously orienting themselves to the evaluation of topics instead of skills and indicators; furthermore, 46.2% consider the ERCA as a technique, being the "learning process" more important for the application of knowledge, or that only 15.38% oriented in the evaluation criteria to evaluate their students. The methodology according to the design is non-experimental, its approach is quantitative, the descriptive level and according to the type it is documentary and field, for the collection of information the on-line survey used as a technique with its instrument the questionnaire applied to thirteen teachers of the mathematics area. It concluded that teachers use the skills plan with performance criteria as a tool to guide mathematics learning, but there is evidence of a weak knowledge of the "curricular elements", erroneously oriented to the evaluation of contents instead of skills and indicators, it is recommended that all educators update their knowledge related to curricular design, since a successful planning guides a good development of learning. |
|---|