Bibliographic citations
Tenorio, V., Hurtado, R. (2025). Diseño de implementación de una propuesta educativa para promover la percepción de autoeficacia a través de la aplicación de estrategias neurodidácticas en docentes de Educación Básica Regular de una institución privada de Lima [Trabajo de Suficiencia Profesional, Universidad Peruana de Ciencias Aplicadas (UPC)]. http://hdl.handle.net/10757/683999
Tenorio, V., Hurtado, R. Diseño de implementación de una propuesta educativa para promover la percepción de autoeficacia a través de la aplicación de estrategias neurodidácticas en docentes de Educación Básica Regular de una institución privada de Lima [Trabajo de Suficiencia Profesional]. PE: Universidad Peruana de Ciencias Aplicadas (UPC); 2025. http://hdl.handle.net/10757/683999
@misc{renati/1300971,
title = "Diseño de implementación de una propuesta educativa para promover la percepción de autoeficacia a través de la aplicación de estrategias neurodidácticas en docentes de Educación Básica Regular de una institución privada de Lima",
author = "Hurtado Sipion, Romina Valeria",
publisher = "Universidad Peruana de Ciencias Aplicadas (UPC)",
year = "2025"
}
This professional proficiency work involves the design and implementation of an innovative educational proposal aimed at fostering the perception of teaching self-efficacy in a group of teachers who support students aged 11 and 12 at a private school in Metropolitan Lima, through a training program in neurodidactic strategies. To support the proposal, a bibliographic search was conducted on the constructs of teaching self-efficacy and neurodidactic strategies. As part of the diagnosis, tools and techniques from Design Thinking were applied, such as the Empathy Map, as well as the use of observation guides and personal interviews, with the aim of understanding the user's needs and creating an innovative educational proposal. This project has the purpose of teachers to perceive greater self-efficacy regarding their teaching practices, through the understanding and use of neurodidactic strategies. The project was developed in two stages: Milestone 1, which focused on the application of neurodidactic strategies, such as multisensory learning, gamification, and cooperative learning, through practical, innovative, and collaborative activities. Through workshops with both theoretical and experiential characteristics, the proposed topics were developed and a Pre-Post test was applied to assess the impact of the content provided. On the other hand, Milestone 2 aimed for teachers to recognize feedback strategies as neurodidactic strategies, through collective and cooperative reflection. For the purposes of this work and due to time constraints, Milestone 1 was developed, and the results showed changes in teachers' satisfaction with their perception of teaching self-efficacy, as well as the recognition and application of various neurodidactic strategies by the participants. It was concluded that the teachers identified and understood the relevance of using neurodidactic strategies. Additionally, they felt more prepared to use neurodidactics as a central strategy in their teaching methods. This proposal encouraged active participation from the teachers and allowed them to acquire new ways of practicing their profession from a neuroeducational perspective, to enhance student learning.
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