Gestión curricular y práctica pedagógica en instituciones educativas del nivel inicial en el sur del Perú
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Horizontes Rev. Inv. Cs. Edu.
Abstract
La investigación busca establecer la relación entre la Gestión Curricular y la Práctica Pedagógica en Instituciones Educativas del nivel Inicial de la Unidad de Gestión Educativa Local (UGEL) Lampa-Puno, 2021. Para ello, se utilizó el enfoque cuantitativo y el diseño no experimental de tipo correlacional, tomando una muestra no probabilística de 23 Instituciones Educativas del nivel Inicial de tipo polidocente y multigrado, donde participaron 23 directivos y 45 docentes. Además, para el análisis de datos se utilizó la entrevista como técnica de investigación y como instrumentos dos cuestionarios: el primero, referido a la Gestión Curricular con 26 preguntas que tienen la confiabilidad del Alfa de Cronbach de 0.948; el segundo, sobre las Prácticas Pedagógicas que fue adaptada de los indicadores del Marco del Buen Desempeño Docente (MBDD), que consistió en 40 preguntas que alcanza la confiabilidad de 0.956. Se concluye que, existe una relación positiva media entre la Gestión Curricular y la Práctica Pedagógica al obtener el valor de rxy=0.601, ello, demuestra que mientras más activa sea la participación e involucramiento de los agentes educativos en la elaboración y organización del currículo institucional y establezcan mecanismos de mejora para la calidad educativa, mayor será los niveles de prácticas efectivas del docente para el desarrollo de competencias.
The research seeks to establish the relationship between Curricular Management and Pedagogical Practice in Early Childhood Educational Institutions of the Local Educational Management Unit (UGEL) Lampa-Puno, 2021. For this purpose, a quantitative approach and a non-experimental correlational design were used, taking a non-probabilistic sample of 23 polidocente and multigrade Early Childhood Educational Institutions, with the participation of 23 directors and 45 teachers. In addition, for the data analysis, the interview was used as a research technique and two questionnaires were used as instruments: the first, referring to Curricular Management with 26 questions with a reliability of Cronbach's Alpha of 0.948; the second, on Pedagogical Practices, which was adapted from the indicators of the Framework of Good Teaching Performance (MBDD), consisted of 40 questions with a reliability of 0.956. It is concluded that there is an average positive relationship between Curricular Management and Pedagogical Practice by obtaining a value of rxy=0.601, which shows that the more active the participation and involvement of educational agents in the development and organization of the institutional curriculum and the establishment of improvement mechanisms for educational quality, the higher the levels of effective practices of teachers for the development of competencies.
The research seeks to establish the relationship between Curricular Management and Pedagogical Practice in Early Childhood Educational Institutions of the Local Educational Management Unit (UGEL) Lampa-Puno, 2021. For this purpose, a quantitative approach and a non-experimental correlational design were used, taking a non-probabilistic sample of 23 polidocente and multigrade Early Childhood Educational Institutions, with the participation of 23 directors and 45 teachers. In addition, for the data analysis, the interview was used as a research technique and two questionnaires were used as instruments: the first, referring to Curricular Management with 26 questions with a reliability of Cronbach's Alpha of 0.948; the second, on Pedagogical Practices, which was adapted from the indicators of the Framework of Good Teaching Performance (MBDD), consisted of 40 questions with a reliability of 0.956. It is concluded that there is an average positive relationship between Curricular Management and Pedagogical Practice by obtaining a value of rxy=0.601, which shows that the more active the participation and involvement of educational agents in the development and organization of the institutional curriculum and the establishment of improvement mechanisms for educational quality, the higher the levels of effective practices of teachers for the development of competencies.
Description
Vol. 9, No. 40