Bibliographic citations
Del, Y., (2021). Concepciones didácticas implícitas y praxis pedagógica de los docentes de historia en colegios públicos de la localidad de Chosica, 2019 [Universidad Nacional de Educación Enrique Guzmán y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/8002
Del, Y., Concepciones didácticas implícitas y praxis pedagógica de los docentes de historia en colegios públicos de la localidad de Chosica, 2019 []. PE: Universidad Nacional de Educación Enrique Guzmán y Valle; 2021. https://repositorio.une.edu.pe/handle/20.500.14039/8002
@phdthesis{renati/1738268,
title = "Concepciones didácticas implícitas y praxis pedagógica de los docentes de historia en colegios públicos de la localidad de Chosica, 2019",
author = "Del Castillo Narro, Yuri",
publisher = "Universidad Nacional de Educación Enrique Guzmán y Valle",
year = "2021"
}
The objective of this research work is to identify the most important dysfunctional relationships between the implicit didactic conceptions and the pedagogical praxis of the teachers in the sample. Based on an intentional or non-random qualitative sample of size 10 (teachers) selected in number of two for each of the five schools considered in the town of Chosica and through the application of checklists, documentary study sheet and guide of unstructured interview, validated by expert judgment and reliability determined by Cronbach's alpha, the data were processed and analyzed and then duly interpreted the results, finding that the most important dysfunctional relationships between the implicit didactic conceptions and the pedagogical praxis of teachers of history in public schools in the town of Chosica, 2019, were those of impertinence and those of incompatibility, which were confirmed; and the new dysfunctions of indeterminacy and others (of interference, decontextualization and innocuousness or epiphenomenal) were added. As for the most frequent dysfunctional relationships, they were indeterminacy, which is confirmed, xi incompatibility and interference, which were new and were added, while discontinuity was rejected. And as for the most viable solution alternatives tending to prevent, attenuate or eradicate the occurrence of dysfunctional relationships between the variables under study, they were the continuous preventive meta-evaluation, which was confirmed, and the permanent dynamic self-correction as a new dysfunction that was added, while that , were rejected as more viable solution alternatives, the permanent integral pedagogical prospecting and selective optimizing monitoring. Finally, recommendations were formulated regarding teachers making explicit and becoming aware of their implicit didactic conceptions and the effects of dysfunctional relationships on their pedagogical praxis, the priority that the most important and frequent dysfunctional relationships should have when studying them, the systematization of teaching experiences in this regard and the need to reinforce this line of research.
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