Desarrollo de competencias desde el diseño curricular en la Institución Educativa Técnica Microempresarial de Soledad-Atlántico
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2024-08-30
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es
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Universidad Andrés Bello
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Licencia CC
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Resumen
La investigación cuyo objeto es la dimensión curricular y el objetivo se orienta hacia el diseño curricular de la Institución Educativa Técnica Microempresarial del municipio de Soledad – Atlántico, toma como referente el paradigma sociocrítico, desde un enfoque cualitativo-cuantitativo (mixto), y, bajo los parámetros del diseño de triangulación concurrente (DITRIAC). Se utilizaron los métodos tanto del nivel teórico como del nivel empírico. Los métodos empíricos como la revisión documental, las encuestas y las entrevistas permitieron recabar información referente al diseño curricular de la institución, el nivel de desarrollo de competencias en los estudiantes, y, de la manera cómo se concibe, se desarrolla y se promueve la formación por competencias. La triangulación metodológica posibilitó detectar que desde el diseño curricular no se favorece el desarrollo de competencias, por lo que, se identificó como problema científico: ¿Cómo favorecer el desarrollo de competencias en los estudiantes desde el diseño curricular? Se establece como objetivo general: Diseñar una estrategia didáctica que favorezca el desarrollo de competencias desde el diseño curricular de la institución educativa. La pertinencia de la estrategia didáctica fue valorada por expertos a través del Método Delphy, quienes la avalaron teniendo en cuenta los criterios de pertinencia, viabilidad y factibilidad.
The research, whose object is the curricular dimension and the objective is oriented towards the curricular design of the Microenterprise Technical Educational Institution of the municipality of Soledad - Atlántico, takes as a reference the sociocritical paradigm, from a qualitative-quantitative (mixed) approach, and, under the parameters of the concurrent triangulation design (DITRIAC). Methods were used both at the theoretical level and at the empirical level. Empirical methods such as documentary review, surveys and interviews allowed to collect information regarding the curricular design of the institution, the level of development of competencies in students, and the way in which competency-based training is conceived, developed and promoted. Methodological triangulation made it possible to detect that the development of competencies is not favored from the curricular design, therefore, the scientific problem was identified: How to favor the development of competencies in students from the curricular design? The general objective is to design a teaching strategy that favors the development of competencies from the curricular design of the educational institution. The relevance of the teaching strategy was assessed by experts through the Delphy Method, who endorsed it taking into account the criteria of relevance, viability and feasibility.
The research, whose object is the curricular dimension and the objective is oriented towards the curricular design of the Microenterprise Technical Educational Institution of the municipality of Soledad - Atlántico, takes as a reference the sociocritical paradigm, from a qualitative-quantitative (mixed) approach, and, under the parameters of the concurrent triangulation design (DITRIAC). Methods were used both at the theoretical level and at the empirical level. Empirical methods such as documentary review, surveys and interviews allowed to collect information regarding the curricular design of the institution, the level of development of competencies in students, and the way in which competency-based training is conceived, developed and promoted. Methodological triangulation made it possible to detect that the development of competencies is not favored from the curricular design, therefore, the scientific problem was identified: How to favor the development of competencies in students from the curricular design? The general objective is to design a teaching strategy that favors the development of competencies from the curricular design of the educational institution. The relevance of the teaching strategy was assessed by experts through the Delphy Method, who endorsed it taking into account the criteria of relevance, viability and feasibility.
Notas
Indexación: Revista UNAB.
Palabras clave
Currículo, Currículo, Estrategia didáctica, Curriculum, Competence, Teaching strategy
Citación
PEM. Revista de Didáctica, Evaluación e Innovación N°5: 50–58
DOI
https://doi.org/10.53382/issn.2735-7414.13