Diagnóstico descriptivo del trabajo docente para el desarrollo de competencias de tercer orden en los alumnos de primer y segundo ciclo básico de la Escuela Básica Lord Cochrane
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Fecha
2013
Profesor/a Guía
Facultad/escuela
Idioma
es
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Universidad Andrés Bello
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Licencia CC
Licencia CC
Resumen
A nivel mundial, la educación exige un proceso de formación integral en el que alumnos,
maestros y comunidad educativa en general, cumplan un rol protagónico para facilitar el
desarrollo de las potencialidades que caracterizan a los alumnos, garantizando una formación
con énfasis en las habilidades del pensamiento a objeto de poder tomar decisiones, resolver
problemas o participar de manera asertiva en el entorno social en el cual se desenvuelve.
El Marco para la Buena Enseñanza y las nuevas Bases Curriculares brindan apoyo y
orientación a los docentes, fundamentalmente a establecer un trabajo que permita el desarrollo
de competencias en los alumnos desde las más elementales hasta aquellas de orden superior
descritas en la "Taxonomía de E.Bloom, 2008" y por otro lado brindar un proceso de enseñanza-aprendizaje
desde un modelo constructivista, permite enfatizar en la labor de (re)construcción
significativa del aprendiz acerca de los contenidos o saberes de la cultura a la cual pertenece,
actuando sobre contenidos significativos y contextualizados.
La educación basada en competencias, implica el saber hacer, por tanto se deben tener
en cuanta como docentes al momentos de realizar el diseño de aula o planificación, la naturaleza
de la estructura cognitiva de los alumnos, su disposición por aprender, su capacidad para
relacionar de manera no arbitraria y sustancial la nueva información con los conocimientos y
experiencias previas y familiares que posee. Por otro lado el docente propiamente tal debe
poseer factores instruccionales para optimizar el trabajo basado en competencias, de modo que
los materiales y/o contenidos de aprendizaje posean significado potencias o lógico.
Por ello el propósito de esta investigación, fue conocer y describir el trabajo curricular
docente, en sus diseños de aulas en la incorporación de competencias educativas de tercer orden
en los alumnos de primer y segundo ciclo básico, de la Escuela Básica Lord Cochrane.
Al analizar los principales resultados, se puede concluir que aun cuando hay una
tendencia al aumento del desarrollo de las competencias a medida que el alumno avanza en los
niveles de enseñanza básica, ninguna de los diseños de aula supera el 50% de logro, lo que
claramente representa un nivel de desarrollo inadecuado para las exigencias sociales que les
espera en el sistema educativo nacional.
Worldwide, Education demands an integral development plan, where students, teachers and the all community play a lead role in the formation of potential, ensuring an education with emphasis on thinking skills, for decisionmaking, solve problems or participate on an assertive way in the society. The frame for the "Good teaching" and the new curriculum bases, provide support and guidance to teachers, mainly to stablish a way of working that allows students to develop skills from the most basic to the most advanced, as "Taxonomía" (2008) from B. Bloom describe, On the other hand, provide a teaching-learning process from a constructivist model, allowing to go deep into the significant reconstruction work of the student, about the contents or knowledge of the culture to which he belongs, acting on meaningful and contextualized content. The competency-based education involves know-how, therefore should be considered in the classroom design or planning , the nature of the cognitive structure of students, willingness to learn, their ability to relate in a non-arbitrary and substantially way, the new information with prior knowledge and experience the student may have. On the other hand, the teacher must possess instructional factors to optimize the work based on competencies, so that the content and learning materials possess potential significance and logical. Therefore, the purpose of this research was to understand and describe the curriculum work of teachers in their classroom's designs, in incorporating third-order educational skills in students of first and second basic cycle of Lord Cochrane Primary School. By analyzing the main results, we can conclude that although there is an upward trend on competencies development, while the student advanced in basic education levels, no classroom 's design exceeds 50% of achievement, which clearly represents an inadequate level of development in relation to what society requires and expects from the national education system.
Worldwide, Education demands an integral development plan, where students, teachers and the all community play a lead role in the formation of potential, ensuring an education with emphasis on thinking skills, for decisionmaking, solve problems or participate on an assertive way in the society. The frame for the "Good teaching" and the new curriculum bases, provide support and guidance to teachers, mainly to stablish a way of working that allows students to develop skills from the most basic to the most advanced, as "Taxonomía" (2008) from B. Bloom describe, On the other hand, provide a teaching-learning process from a constructivist model, allowing to go deep into the significant reconstruction work of the student, about the contents or knowledge of the culture to which he belongs, acting on meaningful and contextualized content. The competency-based education involves know-how, therefore should be considered in the classroom design or planning , the nature of the cognitive structure of students, willingness to learn, their ability to relate in a non-arbitrary and substantially way, the new information with prior knowledge and experience the student may have. On the other hand, the teacher must possess instructional factors to optimize the work based on competencies, so that the content and learning materials possess potential significance and logical. Therefore, the purpose of this research was to understand and describe the curriculum work of teachers in their classroom's designs, in incorporating third-order educational skills in students of first and second basic cycle of Lord Cochrane Primary School. By analyzing the main results, we can conclude that although there is an upward trend on competencies development, while the student advanced in basic education levels, no classroom 's design exceeds 50% of achievement, which clearly represents an inadequate level of development in relation to what society requires and expects from the national education system.
Notas
Tesis (Magíster en Desarrollo Curricular y Proyectos Educativos)
Palabras clave
Educación Basada en Competencias, Enseñanza Básica, Profesores de Educación Básica