Incidencia de las creencias pedagógicas en la práctica de aula y en los resultados de aprendizaje en la Institución Educativa San Luis Beltrán de Manatí en el periodo 2017-2019
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Fecha
2020
Autores
Mercado Mendoza, Edgar Enrique
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La presente investigación tiene como principal objetivo analizar como las creencias o concepciones pedagógicas inciden en la práctica de aula y en el rendimiento de los aprendizajes en la institución Educativa San Luis Beltrán de Manatí. El ejercicio educativo en función de conseguir los resultados que se plantea, requiere de la práctica de procesos de auto reflexión que conecten el pensamiento, la concepción que tiene el docente sobre su labor, desempeño e incidencia en la dinámica y procesos institucionales.Se establece que a través de los instrumentos utilizados y de los datos suministrados por los docentes, con el uso de la metodología cualitativa, hermenéutica se logró el acercamiento al contexto de desempeño de los docentes e identificar rasgos y concepciones de su labor pedagógica que tratados de forma dialéctica llevaron a descubrir la intervención de la subjetividad del docente en su praxis de aula,
incidiendo en acciones como la planeación, el desarrollo, rendimiento de los aprendizajes y valorización de la actividad pedagógica en los estudiantes.
Para ello se realizó la revisión de la labor pedagógica de los docentes en el nivel de media académica, desde sus componentes, funciones y características en la institución; relacionándola con las concepciones del docente sobre su praxis; y alcanzar una reflexión integral que combina los resultados de aprendizaje, procesos pedagógicos, actores y concepciones, teniendo al docente como actor principal en este estudio.
A través del empleo de una metodología y análisis cualitativo y hermenéutico, con técnicas e instrumentos como la entrevista semiestructurada, grupo focal, organización en categorías y subcategorías, de los datos obtenidos se logró se caracterizar la práctica de los docentes en términos de dimensiones de desempeño y del enfoque tradicional relacionarla con las creencias pedagógicas y resultados de aprendizaje para los alumnos de grado 11 a reconocer prioridades y distinciones individuales, en atención a la variedad de acciones y situaciones que se dan en la vida escolar, y necesidad de generar en cualquier situación igualdad de oportunidades a todos los educandos.
Se logro conocer con respecto a la categoría practica pedagógica en la institución Educativa San Luis Beltrán del municipio de Manatí, se considera al docente como un sujeto con ciertas cualidades, características y dificultades que le son propias, que lo identifican como un ser no acabado, con ideas motivos proyectos y circunstancias de vida personal que le imprimen a la vida profesional determinada orientación que los lleva a escoger la profesión docente por convicción y a realizar su labor con un carácter funcional, no contemplando la integralidad, la secuencialidad de los momentos didácticos. Respetuoso
de las normas y reglamentos institucionales, que maneja como elementos esenciales, a lado de elementos esenciales para la moralidad de su labor en la institución y para desempeñarse en comunidad, practicando la comunicación y el dialogo como elementos esenciales de su desempeño; señalan a la infraestructura existente, los escasos recursos didácticos y de apoyo institucionales y factores ambientales obstáculos para el logro de las metas académicas a las que se suma en la dimensión social las dificultades económicas de los estudiantes.
Igualmente se determinó que entre los factores de las creencias pedagógicas de los docentes de grado 11 que afectan las practicas pedagógicas, están la satisfacción, motivación, superación personal; identificación y cumplimiento de elementos normativos de la institución, enfoque constructivista, la de incluir en la planeación actividades motivacionales, afectivas y sociales, afectivos y sociales; prejuicios sobre la convivencia de los estudiantes, responsabilidad en resultados académicos y pruebas externas, que demarcan su afectación en la práctica pedagógica y en los resultados de aprendizaje cuando con sus concepciones e idealizaciones no permiten el desarrollo sistemático, didáctico y pedagógico de las actividades propias de una clase, que bajo metodologías personales con el conductismo, como lo señalan los informaciones dan lugar a procesos y acciones propias de la metodología tradicional que poco considera las verdaderas necesidades y competencias que requiere el estudiante para enfrentar y salir airoso en las pruebas internas y externas.
The main objective of this research is to analyze how pedagogical beliefs or conceptions affect classroom practice and learning performance at the San Luis Beltrán de Manatí Educational Institution. The educational exercise in order to achieve the results that is proposed, requires the practice of self-reflection processes that connect the thinking, the conception that the teacher has about his work, performance and incidence in the dynamics and institutional processes. Through the instruments used and the data provided by the teachers, with the use of qualitative and hermeneutic methodology, it was possible to approach the context of the teachers' performance and identify features and conceptions of their pedagogical work that, when treated dialectically, led to discover the intervention of the subjectivity of the teacher in their classroom practice, influencing actions such as planning, development, performance of learning and valuation of pedagogical activity in students. For this, a review of the pedagogical work of teachers was carried out at the level of academic average, from its components, functions and characteristics in the institution; relating it to the teacher's conceptions of his praxis; and to achieve a comprehensive reflection that combines learning outcomes, pedagogical processes, actors and conceptions, with the teacher as the main actor in this study. Through the use of a methodology and qualitative and hermeneutical analysis, with techniques and instruments such as the semi-structured interview, focus group, organization in categories and subcategories, from the data obtained it was possible to characterize the practice of teachers in terms of performance dimensions and the traditional approach relate it to the pedagogical beliefs and learning outcomes for 11th grade students to recognize individual priorities and distinctions, in attention to the variety of actions and situations that occur in school life, and the need to generate in any situation equal opportunities for all learners. It was possible to know about the pedagogical practice category in the San Luis Beltrán Educational Institution of the municipality of Manatí, the teacher is considered as a subject with certain qualities, characteristics and difficulties that are their own, which identify them as an unfinished being, with ideas, motives, projects and personal life circumstances that give their professional life a certain orientation that leads them to choose the teaching profession out of conviction and to carry out their work with a functional nature, not considering the integrality, the sequentiality of the didactic moments. Respectful of institutional norms and regulations, which it handles as essential elements, alongside essential elements for the morality of its work in the institution and to perform in community, practicing communication and dialogue as essential elements of its performance; They point to the existing infrastructure, the scarce didactic resources and institutional support and environmental factors obstacles to the achievement of the academic goals to which the economic difficulties of the students are added in the social dimension. As a general conclusion, and taking into account the analysis of the data collected in the different categories of pedagogical practices, pedagogical beliefs and learning results, an initial analysis has been achieved in compliance with the main objective of this document in order to identify the incidence of the pedagogical beliefs of the teachers in their understanding of the teaching and learning work and the results of the Saber 11 tests of the eleventh grade students, at the San Luis Beltrán de Manatí Educational Institution in the period 2017, 2018 and 2019 . It is established that through the instruments used and the data provided by the teachers, with the use of qualitative and hermeneutic methodology, it was possible to approach the context of teachers' performance and identify features and conceptions of their pedagogical work that were treated Dialectical form led to discovering the intervention of the teacher's subjectivity in his classroom praxis, influencing actions such as planning, development, learning performance and valuation of pedagogical activity in students in grade 11 classrooms, of the San Luis Beltrán Educational Institution. Despite the limitations of time and sample size, the conclusions are not yet definitive, the excessive positive and complacent self-perception of teachers in relation to their pedagogical practice and their own beliefs is striking, denoting a low capacity for self-criticism and a low sense of responsibility in relation to student learning outcomes. The barriers or difficulties for the achievement of objectives are found by all the people interviewed in external aspects, and none in personal conditions, such as: low quality of infrastructure, scarce institutional resources, situations of social and family contexts of the students (not of the students). teachers), denoting value beliefs of disconnection in relation to the life project of the students themselves and above all of reflection on methodological aspects that take the student from a passive, meromictic position to a creative, analytical, integrative and constructive critic of their own knowledge. This matter is for the author, the main finding of the investigation, and it deserves to be deepened in future investigations. The final balance is very significant, in addition to assessing the achievement proposed for this study; a path is set to continue updating and improving institutional processes, which require reflection and input from all.
The main objective of this research is to analyze how pedagogical beliefs or conceptions affect classroom practice and learning performance at the San Luis Beltrán de Manatí Educational Institution. The educational exercise in order to achieve the results that is proposed, requires the practice of self-reflection processes that connect the thinking, the conception that the teacher has about his work, performance and incidence in the dynamics and institutional processes. Through the instruments used and the data provided by the teachers, with the use of qualitative and hermeneutic methodology, it was possible to approach the context of the teachers' performance and identify features and conceptions of their pedagogical work that, when treated dialectically, led to discover the intervention of the subjectivity of the teacher in their classroom practice, influencing actions such as planning, development, performance of learning and valuation of pedagogical activity in students. For this, a review of the pedagogical work of teachers was carried out at the level of academic average, from its components, functions and characteristics in the institution; relating it to the teacher's conceptions of his praxis; and to achieve a comprehensive reflection that combines learning outcomes, pedagogical processes, actors and conceptions, with the teacher as the main actor in this study. Through the use of a methodology and qualitative and hermeneutical analysis, with techniques and instruments such as the semi-structured interview, focus group, organization in categories and subcategories, from the data obtained it was possible to characterize the practice of teachers in terms of performance dimensions and the traditional approach relate it to the pedagogical beliefs and learning outcomes for 11th grade students to recognize individual priorities and distinctions, in attention to the variety of actions and situations that occur in school life, and the need to generate in any situation equal opportunities for all learners. It was possible to know about the pedagogical practice category in the San Luis Beltrán Educational Institution of the municipality of Manatí, the teacher is considered as a subject with certain qualities, characteristics and difficulties that are their own, which identify them as an unfinished being, with ideas, motives, projects and personal life circumstances that give their professional life a certain orientation that leads them to choose the teaching profession out of conviction and to carry out their work with a functional nature, not considering the integrality, the sequentiality of the didactic moments. Respectful of institutional norms and regulations, which it handles as essential elements, alongside essential elements for the morality of its work in the institution and to perform in community, practicing communication and dialogue as essential elements of its performance; They point to the existing infrastructure, the scarce didactic resources and institutional support and environmental factors obstacles to the achievement of the academic goals to which the economic difficulties of the students are added in the social dimension. As a general conclusion, and taking into account the analysis of the data collected in the different categories of pedagogical practices, pedagogical beliefs and learning results, an initial analysis has been achieved in compliance with the main objective of this document in order to identify the incidence of the pedagogical beliefs of the teachers in their understanding of the teaching and learning work and the results of the Saber 11 tests of the eleventh grade students, at the San Luis Beltrán de Manatí Educational Institution in the period 2017, 2018 and 2019 . It is established that through the instruments used and the data provided by the teachers, with the use of qualitative and hermeneutic methodology, it was possible to approach the context of teachers' performance and identify features and conceptions of their pedagogical work that were treated Dialectical form led to discovering the intervention of the teacher's subjectivity in his classroom praxis, influencing actions such as planning, development, learning performance and valuation of pedagogical activity in students in grade 11 classrooms, of the San Luis Beltrán Educational Institution. Despite the limitations of time and sample size, the conclusions are not yet definitive, the excessive positive and complacent self-perception of teachers in relation to their pedagogical practice and their own beliefs is striking, denoting a low capacity for self-criticism and a low sense of responsibility in relation to student learning outcomes. The barriers or difficulties for the achievement of objectives are found by all the people interviewed in external aspects, and none in personal conditions, such as: low quality of infrastructure, scarce institutional resources, situations of social and family contexts of the students (not of the students). teachers), denoting value beliefs of disconnection in relation to the life project of the students themselves and above all of reflection on methodological aspects that take the student from a passive, meromictic position to a creative, analytical, integrative and constructive critic of their own knowledge. This matter is for the author, the main finding of the investigation, and it deserves to be deepened in future investigations. The final balance is very significant, in addition to assessing the achievement proposed for this study; a path is set to continue updating and improving institutional processes, which require reflection and input from all.
Descripción
Palabras clave
Practica pedagógica, Creencias pedagógicas, Resultados de aprendizaje