Programa de formación docente para fortalecer la acción tutorial en una universidad de Ecuador
Date
Journal Title
Journal ISSN
Volume Title
Publisher
Horizontes Rev. Inv. Cs. Edu.
Abstract
Los programas de formación docente son esenciales para mejorar la calidad educativa y promover aprendizajes significativos. El objetivo de la investigación fue determinar la incidencia de la implementación de un programa de formación docente en el fortalecimiento de la acción tutorial en una universidad de Babahoyo, Ecuador, durante el año 2024. Se empleó un diseño no experimental de corte transversal descriptivo con enfoque cuantitativo, aplican un cuestionario a 180 estudiantes. El análisis de resultados muestra una correlación positiva entre las variables estudiadas y diferencias significativas entre los grupos, tras la intervención, el grupo control mejoró moderadamente, con solo un 6% alcanzando el nivel alto, mientras que el grupo experimental redujo su nivel bajo al 1% y aumentó los niveles altos al 79% y se identificó el factor socioeconómico como el más influyente en la efectividad de la acción tutorial. Se concluye que el programa de formación docente genera expectativas positivas en competencias pedagógicas y satisfacción estudiantil, destacando la importancia de intervenciones educativas bien diseñadas.
Teacher training programs are essential to improve educational quality and promote meaningful learning. The objective of the research was to determine the impact of the implementation of a teacher training program in strengthening the tutorial action at a university in Babahoyo, Ecuador, during the year 2024. A non-experimental descriptive cross-sectional design with a quantitative approach was used, applying a questionnaire to 180 students. The analysis of results shows a positive correlation between the variables studied and significant differences between the groups. After the intervention, the control group improved moderately, with only 6% reaching the high level, while the experimental group reduced its low level to 1% and increased the high levels to 79% and the socioeconomic factor was identified as the most influential in the effectiveness of the tutorial action. It is concluded that the teacher training program generates positive expectations in pedagogical competencies and student satisfaction, highlighting the importance of well-designed educational interventions.
Teacher training programs are essential to improve educational quality and promote meaningful learning. The objective of the research was to determine the impact of the implementation of a teacher training program in strengthening the tutorial action at a university in Babahoyo, Ecuador, during the year 2024. A non-experimental descriptive cross-sectional design with a quantitative approach was used, applying a questionnaire to 180 students. The analysis of results shows a positive correlation between the variables studied and significant differences between the groups. After the intervention, the control group improved moderately, with only 6% reaching the high level, while the experimental group reduced its low level to 1% and increased the high levels to 79% and the socioeconomic factor was identified as the most influential in the effectiveness of the tutorial action. It is concluded that the teacher training program generates positive expectations in pedagogical competencies and student satisfaction, highlighting the importance of well-designed educational interventions.
Description
Vol. 9, No. 37