Programa Soporte Pedagógico: Efecto sobre la práctica docente y el rendimiento escolar. Estudio de caso en dos escuelas de primaria de la UGEL 05- Lima Metropolitana en el período 2016-2018
Date
2023-11-15
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Pontificia Universidad Católica del Perú
Abstract
El presente estudio busca conocer los efectos de la intervención del Programa Soporte
Pedagógico en las prácticas pedagógicas y rendimiento escolar. Analiza la implementación
del programa a nivel nacional, contrastándolas con los resultados de dos escuelas
primarias ubicadas en el distrito de San Juan de Lurigancho, cuyos docentes emplean
conceptos de aprendizaje y formación docente como factores claves. Busca conocer el
efecto del programa en las diferentes experiencias pedagógicas docentes y el rendimiento
escolar. Con esa finalidad se identificó y analizó el proceso de implementación de los
componentesdel programa y el cumplimiento de sus metas, conociendo las actividades
diseñadas por el MINEDU desde inicios del programa en el año 2014. Se ha revisado
documentación proveniente de fuentes secundarias, mediante una metodología cualitativa
de registro de información cruzada con información estadística proveniente del INEI y del
MINEDU. Después se identificó los efectosdel programa Soporte Pedagógico en las
prácticas pedagógicas del docente, de las dos escuelas de estudio, mediante encuestas
aplicadas a los docentes y una guía de preguntas semi estructuradas en grupos focales.
Los resultados evidencian que el programa influye positivamente en las prácticas
pedagógicas delos docentes de una escuela mientras que en la otra no y mantiene buenos
resultados en las evaluaciones censales para estudiantes (ECE). Por otro lado, también se
conoce la percepción favorable y desfavorable que tienen la comunidad educativa de
ambas escuelas primarias de las actividades del programa desde su perspectiva
generando una propuesta que contribuirán a mejorar la ejecución del programa Soporte
Pedagógico en escuelas primarias polidocente.
The aim of this research focus on the effects of the Pedagogical Support Program intervention in pedagogical practices and school performance. It analyzes the operation of the program at the national level, contrasting them with the results oftwo primary schools located in the district of San Juan de Lurigancho, whose teachers are using the concepts of learning and teacher training as key factors. Itseeks to know the effect of the program on the pedagogical practices of teachers and school performance. For this, the process of implementing the program's components and the fulfillment of its goals was identified and analyzed, knowing the activities designed by MINEDU since the program's inception in 2014. Documentation from secondary sources has been reviewed through a methodology Qualitative registration of cross-information with statistical information from INEI and MINEDU. Afterwards, the effects of the Pedagogical Support program were identified in the pedagogical practices of the teacher, of thetwo schools of study, by means of surveys applied to teachers and a guide of semi-structured questions in focus groups. The results shown that the program positivelyinfluences the pedagogical practices of teachers in one school while in the other itdoes not and maintains good results in census evaluations for students (ECE). Onthe other hand, we also know the favorable and unfavorable perception of the educational actors (teachers, students and parents) of both primary schools of the program activities from their perspective, generating proposals that will contributeto improve the intervention of the Pedagogical Support program in Polidocentes primary schools.
The aim of this research focus on the effects of the Pedagogical Support Program intervention in pedagogical practices and school performance. It analyzes the operation of the program at the national level, contrasting them with the results oftwo primary schools located in the district of San Juan de Lurigancho, whose teachers are using the concepts of learning and teacher training as key factors. Itseeks to know the effect of the program on the pedagogical practices of teachers and school performance. For this, the process of implementing the program's components and the fulfillment of its goals was identified and analyzed, knowing the activities designed by MINEDU since the program's inception in 2014. Documentation from secondary sources has been reviewed through a methodology Qualitative registration of cross-information with statistical information from INEI and MINEDU. Afterwards, the effects of the Pedagogical Support program were identified in the pedagogical practices of the teacher, of thetwo schools of study, by means of surveys applied to teachers and a guide of semi-structured questions in focus groups. The results shown that the program positivelyinfluences the pedagogical practices of teachers in one school while in the other itdoes not and maintains good results in census evaluations for students (ECE). Onthe other hand, we also know the favorable and unfavorable perception of the educational actors (teachers, students and parents) of both primary schools of the program activities from their perspective, generating proposals that will contributeto improve the intervention of the Pedagogical Support program in Polidocentes primary schools.
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Keywords
Educación primaria--Investigaciones, Educación y Estado--Perú, Educación pública--Perú, Rendimiento académico--Evaluación--Perú, Formación profesional de maestros--Perú
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