Bibliographic citations
Matos, A., (2018). Gestión de la planificación curricular contextualizada en la Institución Educativa N° 32127 De Santiago De Llacón-2018 [Tesis de segunda especialidad, Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/1879
Matos, A., Gestión de la planificación curricular contextualizada en la Institución Educativa N° 32127 De Santiago De Llacón-2018 [Tesis de segunda especialidad]. : Universidad Marcelino Champagnat; 2018. https://hdl.handle.net/20.500.14231/1879
@misc{renati/236884,
title = "Gestión de la planificación curricular contextualizada en la Institución Educativa N° 32127 De Santiago De Llacón-2018",
author = "Matos Mato, Armando Pericles",
publisher = "Universidad Marcelino Champagnat",
year = "2018"
}
The purpose of this qualitative academic work is to design an adequate contextualized curricular planning to overcome the identified problem. The in-depth interview was designed and applied to a sample of 10 teachers; in order to identify their perception of the contextualized Curriculum Planning in the Educational Institution No. 32127 of Llacón. Among the most outstanding conclusions we have: The director as a pedagogical leader is the main person in charge of the curricular planning oriented to an efficient school management, he is the one who must encourage and promote effective instruments within the school. Motivated teachers will shape their pedagogical practice in the performance of their duties in the classroom, thereby improving the learning of their students compared to the results obtained in the evaluations. Inter-learning groups, workshops and professional learning communities is a strategy that will allow work at the level of teachers, in order to improve educational quality through distributive leadership, collaborative work, and professional development. between peers within the educational institution. It is essential to work with the educational community, specifically with teachers, contextualized curricular planning, since this will allow them to improve the performance of pedagogical practice with a critical, reflective sense, so that they are capable of designing strategies, matrices, that lead to doing a pedagogical reengineering allowing them to be competent in the society that they have to live in a globalized world.
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