Incidencia de la Gestión Curricular en el Proceso de Enseñanza-Aprendizaje durante la Pandemia por COVID-19 en el Instituto de Educación Dr. Clodomiro Picado Twight
Fecha
2024-04
Tipo
tesis de maestría
Autores
Mora Abdalllah, José Eduardo
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En esta investigación se analizó la incidencia de la gestión curricular en el proceso de enseñanza-aprendizaje durante la pandemia por covid-19 en el Instituto de Educación Dr. Clodomiro picado Twight del Circuito 02 de la Dirección Regional de Turrialba. Para ello, se establecieron tres objetivos específicos; primeramente, determinar las principales estrategias de gestión curricular empleadas por la administración; después, describir los principales desafíos asociados a la gestión del currículo, y, por último, definir el rol de la gestión educativa en el acompañamiento docente vinculado a los procesos de desarrollo curricular. El estudio es de tipo descriptivo, no experimental y se usó el enfoque cuantitativo de investigación. Los datos se obtuvieron mediante entrevistas semiestructuradas y un cuestionario aplicado a un total de 92 docentes, de los cuales se recuperó 74 respuestas. Los principales hallazgos muestran que la administración promovió el trabajo colaborativo y de equipo como principal estrategia de apoyo en la toma de decisiones en torno al desarrollo curricular, se fomentó el dialogo profesional y el intercambio de experiencias a nivel pedagógico. También, se encontró carencia de ejecución de procesos de autoevaluación, la retroalimentación tuvo lugar como un tipo de amonestación únicamente, lograr la permanencia y vinculación de toda la comunidad estudiantil fue el reto más significativo sobre todo por la privación de recursos tecnológicos en el estudiantado, lo cual constituyó una limitante para lograr los aprendizajes y objetivos planteados. A partir de las conclusiones generadas, se diseñó una propuesta de intervención con el fin de optimizar la gestión curricular del centro educativo.
This research focused on analyzing the incidence of curricular management in the teaching-learning process at the public-school Instituto de Educación Dr. Clodomiro Picado Twight from the Circuito 02 of the Dirección Regional de Turrialba during the pandemic caused by the covid-19. To achieve this, the study established three main objectives aimed to determine the foremost curricular management strategies employed by the administration, to describe the principal challenges associated with curriculum management and to define the role of educational management in supporting teachers staff linked to curriculum development processes. The study used a descriptive and non-experimental design, and it was quantitative research. Data collection was obtained through semi-structured interviews conducted to the Principal, Deputy Principal and two administrative assistants. Moreover, a questionnaire was applied to a total of 92 teachers, of which 74 responses were gathered, their answers became part of the data analysis. The main findings showed that the administration promoted collaborative and teamwork as a significant supporting strategy in decision-making around curricular development, professional dialogue, and exchange of experiences at a pedagogical level were encouraged. Besides, lack of self-evaluation processes was found, feedback took place as a type of reprimand alone, and permanence of the entire student community was the most significant challenge faced; especially, due to the students´ shortage of technological resources, which constituted a limitation to accomplishing the expected learning and objectives set. Based on the conclusions generated, an intervention proposal was designed to optimize the curricular management of the educational center.
This research focused on analyzing the incidence of curricular management in the teaching-learning process at the public-school Instituto de Educación Dr. Clodomiro Picado Twight from the Circuito 02 of the Dirección Regional de Turrialba during the pandemic caused by the covid-19. To achieve this, the study established three main objectives aimed to determine the foremost curricular management strategies employed by the administration, to describe the principal challenges associated with curriculum management and to define the role of educational management in supporting teachers staff linked to curriculum development processes. The study used a descriptive and non-experimental design, and it was quantitative research. Data collection was obtained through semi-structured interviews conducted to the Principal, Deputy Principal and two administrative assistants. Moreover, a questionnaire was applied to a total of 92 teachers, of which 74 responses were gathered, their answers became part of the data analysis. The main findings showed that the administration promoted collaborative and teamwork as a significant supporting strategy in decision-making around curricular development, professional dialogue, and exchange of experiences at a pedagogical level were encouraged. Besides, lack of self-evaluation processes was found, feedback took place as a type of reprimand alone, and permanence of the entire student community was the most significant challenge faced; especially, due to the students´ shortage of technological resources, which constituted a limitation to accomplishing the expected learning and objectives set. Based on the conclusions generated, an intervention proposal was designed to optimize the curricular management of the educational center.
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Palabras clave
EDUCACIÓN, ADMINISTRACIÓN DE LA EDUCACIÓN, GESTIÓN CURRICULAR