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Yañez, A., (2024). Análisis de las competencias docentes consideradas en el Marco de Buen Desempeño Docente [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/28504
Yañez, A., Análisis de las competencias docentes consideradas en el Marco de Buen Desempeño Docente []. PE: Pontificia Universidad Católica del Perú; 2024. http://hdl.handle.net/20.500.12404/28504
@misc{renati/26456,
title = "Análisis de las competencias docentes consideradas en el Marco de Buen Desempeño Docente",
author = "Yañez Correa, Alejandra Maria",
publisher = "Pontificia Universidad Católica del Perú",
year = "2024"
}
Title: Análisis de las competencias docentes consideradas en el Marco de Buen Desempeño Docente
Authors(s): Yañez Correa, Alejandra Maria
Advisor(s): Castellanos Del Portal, Themis Aidee
OCDE field: https://purl.org/pe-repo/ocde/ford#5.03.01
Issue Date: 8-Aug-2024
Institution: Pontificia Universidad Católica del Perú
Abstract: Esta investigación analiza las competencias docentes consideradas en el Marco
de Buen Desempeño Docente (MINEDU, 2012), documento fundamental de la política
educativa peruana, desde el enfoque basado en competencias. Un primer peldaño para
un mejor sistema educativo es, sin duda, el docente y el trabajo que realiza. Por ello la
importancia de ahondar en los documentos que lo rigen ya que plantean lo que se espera
de cualquier docente a nivel nacional para posteriormente evaluarlo. La investigación
apunta a analizar cómo se han definido las competencias docentes y sus implicancias,
para reflexionar la pertinencia de este documento político respecto a lo que se demanda
del desempeño docente en la actualidad. Así, el objetivo principal 2es analizar las
competencias docentes consideradas en el Marco de Buen Desempeño Docente desde
el "enfoque por competencias". Para ello, se ha realizado un análisis a partir de diez
competencias. La metodología en la que se sustenta la investigación es cualitativa y a
nivel descriptivo. Es de análisis crítico y el procesamiento se realizó con codificación,
matriz y Atlas.ti. Como conclusiones, se encontró que las competencias de Planificación
Docente y Evaluación son las más mencionadas en el Marco. Las menos referidas son
Recursos en el aula (tecnologías) y Gestión Escolar. Asimismo, lo más resaltante es la
valoración de características en los y las estudiantes para el proceso de aprendizaje y
convivencia. Algunas ausencias respecto a la gestión del propio desarrollo profesional y
formación continua, y sobre identificar situaciones de dinámica familiar conflictivas en
aula. La tesis plantea ser un aporte para la discusión y mejora de este importante agente.
This research analyzes the Good Teacher Performance Framework, known as MBDD, a fundamental policy document of Peruvian education that dates back to 2012, from a Competency-based approach. A first step for a better educational system is, without a doubt, the teacher. Therefore, it is important to delve into the documents that govern it, since they state what is expected of any teacher at the national level to later evaluate it. The research aims to analyze how the competencies and their implications have been defined, to reflect on the relevance of this political document with respect to what is currently demanded from teaching performance. The main objective of the research is to analyze the teaching competencies considered in the Good Teaching Performance Framework from the "Competency-based Approach". Therefore, an analysis has been carried out based on ten teaching competencies. The methodology on which the research is based is qualitative and at a descriptive level. The critical analysis and data processing was carried out with coding, a matrix and Atlas.ti. As the conclusions, it was found that Teaching Planning and Evaluation are the most mentioned in the MBDD. The least mentioned are Classroom Resources (technologies) and School Management. An important highlight is the emphasis on assessment, and recognizing students' diverse characteristics as crucial for the learning and coexistence processes. Some absences are about managing one's own professional development and continuous training, and about identifying conflictive family dynamic situations at classrooms. The thesis aims to be a contribution to the discussion and improvement of this important educationalagent.
This research analyzes the Good Teacher Performance Framework, known as MBDD, a fundamental policy document of Peruvian education that dates back to 2012, from a Competency-based approach. A first step for a better educational system is, without a doubt, the teacher. Therefore, it is important to delve into the documents that govern it, since they state what is expected of any teacher at the national level to later evaluate it. The research aims to analyze how the competencies and their implications have been defined, to reflect on the relevance of this political document with respect to what is currently demanded from teaching performance. The main objective of the research is to analyze the teaching competencies considered in the Good Teaching Performance Framework from the "Competency-based Approach". Therefore, an analysis has been carried out based on ten teaching competencies. The methodology on which the research is based is qualitative and at a descriptive level. The critical analysis and data processing was carried out with coding, a matrix and Atlas.ti. As the conclusions, it was found that Teaching Planning and Evaluation are the most mentioned in the MBDD. The least mentioned are Classroom Resources (technologies) and School Management. An important highlight is the emphasis on assessment, and recognizing students' diverse characteristics as crucial for the learning and coexistence processes. Some absences are about managing one's own professional development and continuous training, and about identifying conflictive family dynamic situations at classrooms. The thesis aims to be a contribution to the discussion and improvement of this important educationalagent.
Link to repository: http://hdl.handle.net/20.500.12404/28504
Discipline: Educación con especialidad en Educación Primaria
Grade or title grantor: Pontificia Universidad Católica del Perú. Facultad de Educación
Grade or title: Licenciado en Educación con especialidad en Educación Primaria
Juror: Castellanos Del Portal, Themis; Hurtado Cordero, Katya Giovanie; Vargas D'Uniam, Clara Jessica
Register date: 8-Aug-2024
This item is licensed under a Creative Commons License