Caracterización de la práctica pedagógica a partir de las narrativas del maestro de ciencias sociales de la institución educativa distrital de formación integral
This study searched to characterize the teaching practice of Social Science teacher from the Institución Educativa Distrital de Formación Integral, (INEDIFI) considering that the teaching act needs to be rethought by the actors. An example of this is the reflection that made the educational institut...
- Autores:
-
Bravo Barrios, Ilse Del Carmen
Otero Arellana, Alexandra Esther
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2016
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/408
- Acceso en línea:
- https://hdl.handle.net/11323/408
https://repositorio.cuc.edu.co/
- Palabra clave:
- Práctica Pedagógica
Narrativa
Maestro
- Rights
- openAccess
- License
- Atribución – No comercial – Compartir igual
| Summary: | This study searched to characterize the teaching practice of Social Science teacher from the Institución Educativa Distrital de Formación Integral, (INEDIFI) considering that the teaching act needs to be rethought by the actors. An example of this is the reflection that made the educational institutions on their practice, in the called Day E, responding to the policy of Men, Colombia, in 2025, the most educated country in Latin America. The investigation established the methodology of content analysis, in which the teacher answered a 19 items questionnaire, virtual access, surging 216 units of analysis and class codes 87, 18 second-level categories, which are grouped into two subcategories third level. The volume of this information is not easy to process manually, so the researchers used computational tool Atlas Ti, which allowed to describe an objective and systematic practice of teachers. Among the results it highlighted in the findings, axial coding, with two categories: reflective and traditional practice that respond to the question that guided the research. These findings support the conclusions noted in the reflection of the pedagogical practice of the teacher of Social Sciences at INEDIFI, begins with showing the teacher`s availability to make it. In this sense, collaboration with research made possible a new attitude in the teacher, a commitment to rethink their practice, as a tool of their professional practice. |
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