Bibliographic citations
Kcomt, S., (2023). Percepciones docentes sobre la planificación curricular bajo el modelo por competencias en educación inicial [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/25712
Kcomt, S., Percepciones docentes sobre la planificación curricular bajo el modelo por competencias en educación inicial []. PE: Pontificia Universidad Católica del Perú; 2023. http://hdl.handle.net/20.500.12404/25712
@mastersthesis{renati/527011,
title = "Percepciones docentes sobre la planificación curricular bajo el modelo por competencias en educación inicial",
author = "Kcomt Villacorta, Silvia Cristina",
publisher = "Pontificia Universidad Católica del Perú",
year = "2023"
}
The present research seeks to provide answers regarding the perceptions of teachers in the second cycle of early childhood education on curriculum planning under the competency-based model. The general objective seeks to analyze preschool teachers’ perceptions on curricular planning under the competency based model in a Private School in Lima; the specific objectives seek to: (a) Describe teachers perceptions about the incorporation of the context and students characteristics in the design of curriculum planning under the competency based learning model, (b) describe teachers' perceptions on how they plan curriculum elements under the competency based model, and (c) identify the teachers’ perceptions on the challenges posed by planning under the competency based learning model. The study is based on a qualitative approach, using the instrumental case study method. The techniques used to collect data were interviews and document analysis. Three teachers from the second level of early childhood education were interviewed, who have been incorporating the competency-based model and have been part of the educational institution for more than 3 years, allowing the collected information to be code. The results reflect confusion about the meaning of curriculum planning, arising in how the competency-based model is carried out. Elements of other curriculum models that are opposed to the current model are still being carried out, and there is a lack of contextualization of learning experiences according to students needs and local/global contexts; Additionally, there is a need to work in more detail on some planning elements with special emphasis on resources and assessment. Finally, several challenges are raised by teachers regarding the model, which requires support from the school to ensure a better approach to the model.
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