Diseño de una propuesta pedagógica para promover el desarrollo profesional de los docentes de educación inicial
The progressive development of Comprehensive Early Childhood Care in Colombia from the regulations has allowed the search for strategies to strengthen attention from the practice of Initial Education, for which teacher development is essential to seek a quality and what It has become one of the main...
- Autores:
-
Bustamante Fuentes, Sofía
Percia Blanco, Johana
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2019
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/5203
- Acceso en línea:
- https://hdl.handle.net/11323/5203
https://repositorio.cuc.edu.co/
- Palabra clave:
- Atención integral
Primera infancia
Educación inicial
Desarrollo docente
Comprehensive care
Early childhood
Initial education
Teacher development
- Rights
- openAccess
- License
- Attribution-NonCommercial-ShareAlike 4.0 International
| Summary: | The progressive development of Comprehensive Early Childhood Care in Colombia from the regulations has allowed the search for strategies to strengthen attention from the practice of Initial Education, for which teacher development is essential to seek a quality and what It has become one of the main challenge; The lack of support and continuous training are some of the shortcomings that must be attacked and for this purpose the present investigation aims to be a reference in the establishment of strategies that allow closing the gap between the training strategies implemented by the Institutions in charge of the First Children and those who from the task of the teacher can be executed for their own professional and human growth, in the permanent exercise of a professional development that keeps them updated and in continuous reflection, as a subject that transforms reality and generates social change. Thus, the research that is implemented bases the problem of the CDI Ciudadela 20 de Julio in the city of Barranquilla, carried out teacher training actions that with an intersectoral and differentiated approach make it possible for any interaction with children to have an intention educational, being the teacher who is motivated to a continuous progress of their training as part of the solution and way to overcome the inequality of learning outcomes. |
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