Citas bibligráficas
Cabrera, P., De, D., Nuñez, D., Rodríguez, M., Valera, I. (2021). Desempeño docente y la satisfacción académica desde la percepción de los estudiantes del primer año de la carrera de Contabilidad de un instituto superior tecnológico de Lima, durante el 2020 - II [Universidad Tecnológica del Perú]. https://hdl.handle.net/20.500.12867/4770
Cabrera, P., De, D., Nuñez, D., Rodríguez, M., Valera, I. Desempeño docente y la satisfacción académica desde la percepción de los estudiantes del primer año de la carrera de Contabilidad de un instituto superior tecnológico de Lima, durante el 2020 - II []. PE: Universidad Tecnológica del Perú; 2021. https://hdl.handle.net/20.500.12867/4770
@misc{renati/1702735,
title = "Desempeño docente y la satisfacción académica desde la percepción de los estudiantes del primer año de la carrera de Contabilidad de un instituto superior tecnológico de Lima, durante el 2020 - II",
author = "Valera Borda, Ivonne Tady",
publisher = "Universidad Tecnológica del Perú",
year = "2021"
}
Education in recent years has had an abrupt evolution due to the pandemic situation that is being experienced worldwide, the performance of the teacher has been seen the needto adapt to these changes, suchis the case that now the implementation of methodologies through educational platforms impact on the student’s academic satisfaction. Consequently, the learning process must be adapted through the optimal use of digital resources accompanied by an environment of motivation and flexibility on the part of the teacher. The main objective of this research was to find out how teaching performance contributes to academic satisfaction, from the perspective of students of the first year of accounting at a Technological Institute of Lima, during the period 2020 -II. The study was qualitative, descriptive, phenomenological and based on a sample of 15 students. The results showed that teaching performance contributes to academic satisfaction considering methodologies, digital resources, skills to create a good classroom climate with optimal development of interpersonal relationships and the relevance of the contents in the courses, as fundamental keys against the expectations, needs anddemands of the students. It is concluded that the performance of teachers in the first year of accounting, through learning experiences, contributes to academic satisfaction.
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