Citas bibligráficas
Ortiz, A., (2015). Factores que influyen en el desarrollo del buen desempeño docente en escuelas públicas de las regiones de Madre de Dios y Ayacucho [Universidad Antonio Ruiz de Montoya]. http://hdl.handle.net/20.500.12833/11
Ortiz, A., Factores que influyen en el desarrollo del buen desempeño docente en escuelas públicas de las regiones de Madre de Dios y Ayacucho []. PE: Universidad Antonio Ruiz de Montoya; 2015. http://hdl.handle.net/20.500.12833/11
@misc{renati/1007106,
title = "Factores que influyen en el desarrollo del buen desempeño docente en escuelas públicas de las regiones de Madre de Dios y Ayacucho",
author = "Ortiz Portocarrero, Alier",
publisher = "Universidad Antonio Ruiz de Montoya",
year = "2015"
}
The aim of this study is to identify good teaching performance and to analyze the relevant factors that contribute to its development. To this end, we selected a sample of 18 public school teachers of Peru, who haven’t had a good performance during the evaluation. They belong to the rural and urban – marginal areas, with whom he made classroom observations —qualitative observations— and depth interviews. The main results of the study realize that: a) there is no unique and universal practice, but each teacher is creating and recreating their own practice; b) the educational support of students, especially those who have greater difficulty becomes item differentiating c) privilege teachers work in teams to promote collaboration among peers; d) the strategies used by teachers are characterized by use of concrete materials that children can manipulate and are at your fingertips: e) teachers implement concrete actions to compensate for the shortcomings of their students and the lack of support at home. We have identified some key factors that contribute to the development of good performances: a) specific training in multigrade schools, rural and bilingual help to have better performance in these contexts, b) the sample teachers are actively involved in training and apply I conveniently learned in the classroom, c) in the history of teachers can identify important milestones, such as training in teaching or university, the first years of teaching work, as well as key people, their parents, some teachers and school colleagues. Finally, a key element remains the vocation for teaching, sense of commitment and responsibility teachers.
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