Estrategias metodológicas más utilizadas por el profesor de Educación Física y su preparación frente a estudiantes con Necesidades Educativas Especiales permanentes motrices en enseñanza preescolar en cinco colegios del sector oriente
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Fecha
2019
Profesor/a Guía
Facultad/escuela
Idioma
es
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Universidad Andrés Bello
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Licencia CC
Licencia CC
Resumen
La siguiente investigación comprende una problemática que tiene como objetivo conocer cuáles son las estrategias metodológicas más aplicadas por los profesores de Educación Física en sus clases con alumnos(as) que presentan Necesidades Educativas Especiales (NEE) permanentes de tipo motriz, en cinco colegios del sector oriente de la Región Metropolitana. Esta investigación se realizó por medio de un estudio descriptivo y de diseño no experimental, como instrumento de evaluación se utilizó una encuesta especialmente diseñada para el estudio, la cual permitió determinar cuál es la estrategia más utilizada, identificar cuántos establecimientos cuentan con el Programa de Integración Escolar y conocer el nivel de aporte en los docentes. En relación a los resultados obtenidos, se confirma que las estrategias Aprendizaje cooperativo y Dar oportunidad para que practiquen y apliquen en forma autónoma lo aprendido, son las más utilizadas por los docentes de los colegios seleccionados, por otro lado, de los establecimientos de estudio, dos de ellos cuentan con el Programa de Integración Escolar y el nivel de aporte no es significativo al momento de realizar clases de Educación Física a los niños y niñas con NEE permanentes de tipo motriz
The following research aims to know what are the most applied methodological strategies by Physical Education teachers in their classes with students who have permanent Special Education Needs of motor type in preschool, in five schools of the East sector of the Metropolitan Region. This research was carried out through a descriptive, non-experimental study design, the evaluation instrument, is a survey specially designed for the study, which allowed to determine what is the most used strategy, to identify how many oh the establishments have the Integration School Program and know the level of contribution in teachers. In relation to the results obtained, it is confirmed that Cooperative Learning and Give opportunity for them to practice and apply autonomously what they have learned, are the most used by the teachers of the selected schools, on the other hand, two of the studied establishments have the Integration School Program and the level of contribution is not significant at the time of conducting Physical Education classes to children with permanent Special Education Needs of motor type in preschool
The following research aims to know what are the most applied methodological strategies by Physical Education teachers in their classes with students who have permanent Special Education Needs of motor type in preschool, in five schools of the East sector of the Metropolitan Region. This research was carried out through a descriptive, non-experimental study design, the evaluation instrument, is a survey specially designed for the study, which allowed to determine what is the most used strategy, to identify how many oh the establishments have the Integration School Program and know the level of contribution in teachers. In relation to the results obtained, it is confirmed that Cooperative Learning and Give opportunity for them to practice and apply autonomously what they have learned, are the most used by the teachers of the selected schools, on the other hand, two of the studied establishments have the Integration School Program and the level of contribution is not significant at the time of conducting Physical Education classes to children with permanent Special Education Needs of motor type in preschool
Notas
Tesis (Profesor de Educación Física para la Enseñanza Básica, Licenciado en Educación)
Palabras clave
Necesidades Educativas Especiales, Niños, Educación Física