Estrategias didácticas para una innovación de la práctica docente en lengua extranjera inglés del área de humanidades en la institución educativa departamental San José de Sitionuevo Magdalena
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Fecha
2018
Autores
Bermejo Bolaño, Inmaculada
Galezo Cárdenas, Norela
Mejía Padilla, Manuel
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Editor
Ediciones Univerisidad Simón Bolívar
Facultad de Jurídicas y Sociales
Facultad de Jurídicas y Sociales
Resumen
El presente trabajo rescata los aspectos más importantes de una investigación, cuyo objetivo fue proponer estrategias didácticas para la innovación en las prácticas docentes en lengua extranjera inglés, la cual fue realizada en la Institución Educativa Departamental San José de Sitionuevo Magdalena. La metodología utilizada fue un enfoque mixto bajo un paradigma integrador. La Población total estuvo conformada por 165 docentes, de los cuales se le aplicó la Escala Likert a 88 de ellos, tomando una muestra de 15 docentes de los tres niveles de educación formal, distribuidos así: dos de preescolar, cuatro de primaria, siete en básica y dos de la media, para la respectiva observación directa de clase. La información se recolectó a través de las técnicas: Análisis Documental, Cuestionario y Observación Estructurada y los instrumentos: Matriz Documental, Escala Likert y Lista de Chequeo con Notas y se validó a través de la triangulación. Los hallazgos demostraron datos relevantes que permitieron describir y caracterizar cómo era la práctica docente en dicha Institución, concluyéndose que la innovación como estrategia didáctica no hace parte del quehacer diario de los docentes. Además, se diseñó una propuesta basada en el juego didáctico, que consta de una serie de estrategias innovadoras en lengua extranjera, sugiriéndose que se extienda a todos los niveles de educación formal, haciendo los ajustes pertinentes que permitan adaptarla.
The present work rescues the most important aspects of an research, whose objective was to propose didactic strategies for the innovation in the teaching practices in English foreign language, which was developed at school San Jose of Sitionuevo Magdalena. The methodology used was a mixed approach based on an integrating paradigm. The total population consisted of 165 teachers, of which the Likert Scale was applied to 88 of them, taking a sample of 15 teachers from the three levels of formal education, distributed: two preschool, four primary, seven in basic and secondary education for the respective direct observation of class. The information was collected through the techniques: Documentary Analysis, Questionnaire and Structured Observation and the instruments: Documentary Matrix, Likert Scale and Checklist with Notes and validated through triangulation. The findings demonstrated relevant data that allowed describing and characterizing the teaching practice in that institution, concluding that innovation as a teaching strategy is not part of the daily work of teachers. In addition, a proposal was designed focused on the didactic game, which consists of a series of innovative strategies in a foreign language, suggesting that it be extended to all levels of formal education, making appropriate adjustments to adapt it.
The present work rescues the most important aspects of an research, whose objective was to propose didactic strategies for the innovation in the teaching practices in English foreign language, which was developed at school San Jose of Sitionuevo Magdalena. The methodology used was a mixed approach based on an integrating paradigm. The total population consisted of 165 teachers, of which the Likert Scale was applied to 88 of them, taking a sample of 15 teachers from the three levels of formal education, distributed: two preschool, four primary, seven in basic and secondary education for the respective direct observation of class. The information was collected through the techniques: Documentary Analysis, Questionnaire and Structured Observation and the instruments: Documentary Matrix, Likert Scale and Checklist with Notes and validated through triangulation. The findings demonstrated relevant data that allowed describing and characterizing the teaching practice in that institution, concluding that innovation as a teaching strategy is not part of the daily work of teachers. In addition, a proposal was designed focused on the didactic game, which consists of a series of innovative strategies in a foreign language, suggesting that it be extended to all levels of formal education, making appropriate adjustments to adapt it.
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Palabras clave
Estrategias didácticas, Innovación, Práctica docente, Inglés, Didactic strategies, Innovation, Teaching practice, English