Reflexiones de la práctica preprofesional en un aula de 4º grado de una institución educativa pública del distrito de Cercado de Lima
Date
2020-10-20
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Publisher
Pontificia Universidad Católica del Perú
Abstract
El presente trabajo de suficiencia profesional es una valoración global de fortalezas y
oportunidades de mejora en función al logro de las competencias profesionales del perfil
de egreso de la Facultad de Educación. El objetivo de esta investigación formativa es el
sustento del logro de dichas competencias a partir de un análisis reflexivo de
experiencias de ejercicio docente en el marco de la práctica reflexiva, dentro de la
práctica preprofesional en un aula de 4º grado de primaria, en una institución educativa
pública. La práctica reflexiva es entendida como un proceso de introspección constante
sobre experiencias propias vivenciadas en la práctica docente, la cual es producto de
reflexiones crítico pedagógicas que permiten la autoformación activa y permanente. Para
la eficiencia de la investigación, se recurrió al uso de un portafolio virtual, el cual es un
instrumento de recopilación de evidencias y referencias claras que permitan un análisis
formativo y evaluativo. El documento consta de dos partes: la primera, se exponen el
marco de referencia de principios formativos y una valoración global sobre el nivel de
logro de las competencias profesionales; y la segunda, se muestran reflexiones sobre el
desarrollo de dichas competencias en una experiencia docente concreta. Finalmente, se
comparten recomendaciones a la formación inicial docente de la Facultad de Educación.
The present work of professional sufficiency is a global assessment of strengths and opportunities for improvement based on the achievement of the professional skills of the graduate profile of the Faculty of Education. The objective of this formative research is the sustentation of the achievement of these competences from a reflexive analysis of teaching experiences in the context of reflective practice, within pre-professional practice in a classroom of 4th grade of elementary school, in a public educational institution. Reflective practice is understood as a process of constant introspection about own experiences lived in teaching practice, which is the product of critical pedagogical reflections that allow active and permanent self-training. For the efficiency of the research, the use of a virtual portfolio was required, which is an instrument for collecting evidence and clear references that allow a formative and evaluative analysis. The document consists of two parts: the first, the framework for training principles and a global assessment of the level of achievement of professional competences are set out; and the second, reflections on the development of these skills in a specific teaching experience are shown. Finally, recommendations for the initial teacher training of the Faculty of Education are shared.
The present work of professional sufficiency is a global assessment of strengths and opportunities for improvement based on the achievement of the professional skills of the graduate profile of the Faculty of Education. The objective of this formative research is the sustentation of the achievement of these competences from a reflexive analysis of teaching experiences in the context of reflective practice, within pre-professional practice in a classroom of 4th grade of elementary school, in a public educational institution. Reflective practice is understood as a process of constant introspection about own experiences lived in teaching practice, which is the product of critical pedagogical reflections that allow active and permanent self-training. For the efficiency of the research, the use of a virtual portfolio was required, which is an instrument for collecting evidence and clear references that allow a formative and evaluative analysis. The document consists of two parts: the first, the framework for training principles and a global assessment of the level of achievement of professional competences are set out; and the second, reflections on the development of these skills in a specific teaching experience are shown. Finally, recommendations for the initial teacher training of the Faculty of Education are shared.
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Keywords
Profesores--Práctica profesional--Perú, Educación primaria--Perú, Calificaciones ocupacionales
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