Bibliographic citations
Rivera, W., (2018). Monitoreo, acompañamiento y evaluación para fortalecer la práctica docente en “escribe diversos tipos de textos” del nivel primaria de la institución educativa n° 32149 - “San Martín de Porras” Huánuco [Tesis de segunda especialidad, Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/1580
Rivera, W., Monitoreo, acompañamiento y evaluación para fortalecer la práctica docente en “escribe diversos tipos de textos” del nivel primaria de la institución educativa n° 32149 - “San Martín de Porras” Huánuco [Tesis de segunda especialidad]. PE: Universidad Marcelino Champagnat; 2018. https://hdl.handle.net/20.500.14231/1580
@misc{renati/241235,
title = "Monitoreo, acompañamiento y evaluación para fortalecer la práctica docente en “escribe diversos tipos de textos” del nivel primaria de la institución educativa n° 32149 - “San Martín de Porras” Huánuco",
author = "Rivera Tadeo, Walter Máximo",
publisher = "Universidad Marcelino Champagnat",
year = "2018"
}
This action plan called Monitoring, Accompaniment and Evaluation to strengthen the teaching practice in writing various types of texts at the primary level of the Educational Institution No. 32149 - “San Martín De Porras“, whose objective is to Execute appropriate Monitoring and Accompaniment in the didactic process in writing various types of texts that positively favor the learning levels of the students of the Primary Level, the participants are six teachers of the primary level, 140 parents and the director. The type of research is applied and its approach is qualitative, that is, open, flexible and holistic. The technique of observation and interview was applied, as an instrument the interview guide and monitoring sheet, with the purpose of identifying their perception about Inappropriate Monitoring and Accompaniment in the didactic process in writing various types of texts that affect the levels of learning of primary level students. The Monitoring, Accompaniment And Evaluation is a strategy that will allow to improve the pedagogical practice through the active participation of the reflective and exhaustive teachers of their own practice. Among the conclusions, it is considered that the director as a pedagogical leader is responsible for Pedagogical Management, proposing strategies for the change of the teachers involved, who will apply the didactic processes, demonstrating positive attitudes and reflecting in the evaluation records as learning results of the students. students, which shows the low levels of achievement in the area of communication at the primary level.
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