Incidencia de la metodología utilizada por los docentes en el proceso del aprendizaje de los niños que asisten a las escuelas unidocentes del circuito 01, Región Educativa de Pérez Zeledón
Fecha
2010
Autores
Artavia Chanto, Gabriela
Sánchez Meza, Roxana
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Editor
Universidad Nacional, Costa Rica
Resumen
Esta investigación tuvo como finalidad indagar la incidencia de la metodología utilizada por los docentes en el proceso del aprendizaje de los niños quienes asisten a escuelas unidocentes. El estudio responde al enfoque cualitativo y al tipo de investigación etnográfica educativa. La literatura consultada muestra que el aspecto metodológico es fundamental para el logro de las competencias y los propósitos educativos en los niños, pues es evidente el estudiante no construye el conocimiento en solitario, sino gracias a la mediación de los otros y en un momento y contexto cultural particular. En cuanto a la formación profesional docente se evidencia que, la vocación, ética, autoridad, experiencia y confianza permiten desempeñar la labor con éxito. El contexto institucional, de hogar y comunal manifiesta una variedad de factores que se involucran directamente con el proceso educativo. Para el registro de la información se utilizaron varias técnicas para la recolección de los datos, entre ellos se encuentran la entrevista en profundidad, y la observación. La población fue conformada por tres docentes, los alumnos de las instituciones y los padres de familia de estos alumnos, los cuales corresponden al total de las personas investigadas. Los principales hallazgos muestran que la metodología utilizada por los docentes en estas instituciones no satisfacen las verdaderas necesidades de los alumnos, son tradicionales y poco creativas. En cuanto a la formación académica de los maestros se evidenció que esto tiene mucha relevancia en el proceso educativo de los alumnos y la experiencia debe ser un requisito para laborar en este tipo de instituciones, la vocación determina el espíritu de servicio hacia las demás personas, en cuanto al contexto es muy limitado, y el mismo no es utilizado como medio didáctico.
The purpose of this research was to investigate the impact of the methodology used by teachers on the learning process of children who attend single-teacher schools. The study responds to the qualitative approach and the type of educational ethnographic research. The literature consulted shows that the methodological aspect is fundamental for the achievement of competencies and educational purposes in children, since it is evident that the student does not construct knowledge alone, but thanks to the mediation of others and in a particular moment and cultural context. As for the professional training of teachers, it is evident that vocation, ethics, authority, experience and confidence allow them to carry out their work successfully. The institutional, home, and community context manifests a variety of factors that are directly involved with the educational process. Several techniques were used to record information, including in-depth interviews and observation. The population was made up of three teachers, the students of the institutions and the parents of these students, which correspond to the total number of people investigated. The main findings show that the methodology used by the teachers in these institutions does not satisfy the real needs of the students; they are traditional and not very creative. As for the academic formation of the teachers, it was evident that this has a lot of relevance in the educational process of the students and the experience should be a requirement to work in this type of institutions. The vocation determines the spirit of service towards other people, as for the context it is very limited, and it is not used as a didactic means.
The purpose of this research was to investigate the impact of the methodology used by teachers on the learning process of children who attend single-teacher schools. The study responds to the qualitative approach and the type of educational ethnographic research. The literature consulted shows that the methodological aspect is fundamental for the achievement of competencies and educational purposes in children, since it is evident that the student does not construct knowledge alone, but thanks to the mediation of others and in a particular moment and cultural context. As for the professional training of teachers, it is evident that vocation, ethics, authority, experience and confidence allow them to carry out their work successfully. The institutional, home, and community context manifests a variety of factors that are directly involved with the educational process. Several techniques were used to record information, including in-depth interviews and observation. The population was made up of three teachers, the students of the institutions and the parents of these students, which correspond to the total number of people investigated. The main findings show that the methodology used by the teachers in these institutions does not satisfy the real needs of the students; they are traditional and not very creative. As for the academic formation of the teachers, it was evident that this has a lot of relevance in the educational process of the students and the experience should be a requirement to work in this type of institutions. The vocation determines the spirit of service towards other people, as for the context it is very limited, and it is not used as a didactic means.
Descripción
Tesis presentada en la División de Educación Básica Centro de Investigación y Docencia en Educación, Universidad Nacional, para optar por el grado de Licenciatura en Pedagogía con énfasis en I y II Ciclos de la Educación General Básica
Palabras clave
ENSEÑANZA PRIMARIA, ESCUELAS DE MAESTRO UNICO, METODOS DE ENSEÑANZA, PRIMARY EDUCATION, SINGLE-TEACHER SCHOOLS, TEACHING METHODS