Diagnóstico de las necesidades de capacitación del docente en el area de avaluación frente a la calidad institucional del Colegio Nacional Técnico Industrial José Peralta de la ciudad de Guayaquil año 2012
Fecha
2012
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Universidad De Guayaquil: Facultad de Filosofia, Letras y Ciencias de la Educación
Resumen
Esta investigación y propuesta responde a las necesidades en el área de evaluación del entorno del Colegio “José Peralta” abordando los nudos críticos y llegando a una aplicación consensuada de un módulo que permita optimizar el rendimiento de los estudiantes, lograr una mejor formación integral, estimular la evaluación externa, la autoevaluación de todos los actores del proceso educativo para convertirse en seres autónomos y por ende elevar la calidad institucional acordes con los avances científicos y tecnológicos. En este trabajo se presenta la experiencia de elaborar un diagnóstico de las necesidades de formación pedagógica en el área de evaluación de los docentes, especialmente en aquellos de asignaturas técnicas y con formación profesional indistinta a la docencia, abordada desde la aproximación de un estudio de caso, donde se contó con la participación de los 38 docentes, identificando como importante las habilidades para la elaboración de instrumentos didácticos para la evaluación constante y la actualización profesional en esta área. Argumenta la concepción de la formación docente como proceso educativo dirigido a potenciar el desarrollo profesional en una práctica educativa centrada en la reflexión crítica y el compromiso con la calidad de su desempeño. Comenta la necesidad de diseñar estrategias de formación flexibles, contextualizadas y actualizadas con las disposiciones en materia de evaluación del nuevo Reglamento General a la Ley Orgánica de Educación Intercultural del Ecuador, que vinculen la teoría y la práctica profesional en ambientes de colaboración e intercambio, potenciando los resultados, promoviendo el crecimiento y desarrollo sustentable de la institución.
This research and proposal responds to needs in the area of environmental assessment at "José Peralta" public High School approaching the critical points and reaching a consensus application of a module for optimizing the performance of students, achieve a better integrated education, stimulate external evaluation, self-assessment of all actors in education process to become autonomous beings and thus raise the institutional quality in line with scientific and technological advances. This paper presents the experience of working up a diagnostic of the needs of pedagogical assessment in the area of evaluation of teachers, especially those of technical signatures and vocational training interchangeably with teaching, approached from the approximation of a case study, which included the participation of 38 teachers, identified as important the skills for the development of educational tools for continuous evaluation and professional development in this area. It argues the concept of teacher progress as an educational process aimed at enhancing the professional development in a educational practice centered in a critical thougth and commitment to quality performance. Discuss the need to design flexible training strategies, contextualized and updated with the dispositions about assessments of the new General Regulation of the Intercultural Education Law of Ecuador, that link theory and the professional practice in an environment of collaboration and exchange, enhancing the results, promoting growth and sustainable development of the institution
This research and proposal responds to needs in the area of environmental assessment at "José Peralta" public High School approaching the critical points and reaching a consensus application of a module for optimizing the performance of students, achieve a better integrated education, stimulate external evaluation, self-assessment of all actors in education process to become autonomous beings and thus raise the institutional quality in line with scientific and technological advances. This paper presents the experience of working up a diagnostic of the needs of pedagogical assessment in the area of evaluation of teachers, especially those of technical signatures and vocational training interchangeably with teaching, approached from the approximation of a case study, which included the participation of 38 teachers, identified as important the skills for the development of educational tools for continuous evaluation and professional development in this area. It argues the concept of teacher progress as an educational process aimed at enhancing the professional development in a educational practice centered in a critical thougth and commitment to quality performance. Discuss the need to design flexible training strategies, contextualized and updated with the dispositions about assessments of the new General Regulation of the Intercultural Education Law of Ecuador, that link theory and the professional practice in an environment of collaboration and exchange, enhancing the results, promoting growth and sustainable development of the institution
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EVALUACIÓN, CALIDAD INSTITUCIONAL, CAPACITACIÓN DOCENTE