Fortalecimiento del desempeño en las pruebas saber a través de la correspondencia: concepción del modelo pedagógico institucional y su concreción
The performance in the SABER test of students from official educational institutions, presents divergent results even in the same socioeconomic and cultural situations. Hence the purpose of setting up an operational plan to strengthen student performance in the SABER 11th tests, through the correspo...
- Autores:
-
Ariza Kunzel, German David
Rojas Flórez, Eucaris
- Tipo de recurso:
- Fecha de publicación:
- 2021
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/8079
- Acceso en línea:
- https://hdl.handle.net/11323/8079
https://repositorio.cuc.edu.co/
- Palabra clave:
- Specification of the pedagogical model
Strengthening of student performance
Quality management
Test Saber 11
Theoretical-normative conception of the pedagogical model
Concreción del modelo pedagógico
Fortalecimiento del desempeño estudiantil
Gestión de la calidad
Prueba Saber 11
Concepción teórica- normativa del modelo pedagógico
- Rights
- openAccess
- License
- Attribution-NonCommercial-ShareAlike 4.0 International
| Summary: | The performance in the SABER test of students from official educational institutions, presents divergent results even in the same socioeconomic and cultural situations. Hence the purpose of setting up an operational plan to strengthen student performance in the SABER 11th tests, through the correspondence between the theoretical and normative conception of the institutional pedagogical model and its realization. The study is approached from a rationalist-critical-deductive epistemological approach, in correspondence the quantitative and qualitative components are complemented from an integrated (mixed) vision, with an operationalized field documentary design from the collection of data in questionnaires, scripts of interview and documentary review. For this, the units of analysis were teachers and educational directors of official educational institutions. Among the results found, the incidence of monitoring the socialization, execution and control processes in the concretion of the pedagogical model on student performance in the SABER 11th test stands out, therefore an evaluation by isolated competence is not enough to positively affect quality educational. The investigation allows to conclude that regardless of the intrinsic nature of the model, what is relevant to guarantee continuous improvement in institutional quality processes is the way in which this model is operationalized. |
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