Impacto de las estrategias colaborativas para la práctica reflexiva docente
Date
Journal Title
Journal ISSN
Volume Title
Publisher
Horizontes Rev. Inv. Cs. Edu.
Abstract
La formación docente mejora la calidad educativa al fomentar la colaboración, el intercambio de ideas y el desarrollo profesional integral. El objetivo de la investigación fue determinar el impacto de las estrategias colaborativas en el desarrollo de la práctica reflexiva de los docentes de educación primaria en Perú. A través de una investigación cuantitativa de tipo preexperimental y la aplicación de un cuestionario a 21 docentes, se recolectaron datos antes y después de la implementación de las estrategias. Los hallazgos indican un cambio significativo en las dimensiones de la práctica reflexiva docente luego de emplear las estrategias colaborativas. El 100% alcanzó un nivel alto, mientras que, en la reflexión sobre la práctica, el porcentaje aumentó del 57.1% al 66.7%. La prueba de Wilcoxon confirmó el impacto positivo de la intervención en la práctica reflexiva. Se concluye que las estrategias colaborativas son herramientas efectivas para mejorar la calidad de la enseñanza y el aprendizaje en el nivel primario.
Teacher training improves educational quality by fostering collaboration, the exchange of ideas, and comprehensive professional development. The objective of the research was to determine the impact of collaborative strategies on the development of reflective practice of primary education teachers in Peru. Through a pre-experimental quantitative research and the application of a questionnaire to 21 teachers, data were collected before and after the implementation of the strategies. The findings indicate a significant change in the dimensions of teacher reflective practice after employing collaborative strategies. 100% reached a high level, while in reflection on practice, the percentage increased from 57.1% to 66.7%. The Wilcoxon Test confirmed the positive impact of the intervention on reflective practice. It is concluded that collaborative strategies are effective tools to improve the quality of teaching and learning at the primary level.
Teacher training improves educational quality by fostering collaboration, the exchange of ideas, and comprehensive professional development. The objective of the research was to determine the impact of collaborative strategies on the development of reflective practice of primary education teachers in Peru. Through a pre-experimental quantitative research and the application of a questionnaire to 21 teachers, data were collected before and after the implementation of the strategies. The findings indicate a significant change in the dimensions of teacher reflective practice after employing collaborative strategies. 100% reached a high level, while in reflection on practice, the percentage increased from 57.1% to 66.7%. The Wilcoxon Test confirmed the positive impact of the intervention on reflective practice. It is concluded that collaborative strategies are effective tools to improve the quality of teaching and learning at the primary level.
Description
Vol. 9, No. 39
Keywords
Calidad educativa, Educación primaria, Estrategias colaborativas, Formación docente, Práctica reflexiva, Educational quality, Primary education, Collaborative strategies, Teacher training, Reflective practice, Qualidade educativa, Educação primária, Estratégias colaborativas, Formação de professores, Prática reflexiva