Bibliographic citations
Lorenzo, E., (2023). Análisis de Sostenibilidad del Programa de Educación Logros de Aprendizaje PELA y su aporte al desempeño docente de la UGEL del distrito de Ambo, provincia de Ambo, departamento de Huánuco 2019 [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/24001
Lorenzo, E., Análisis de Sostenibilidad del Programa de Educación Logros de Aprendizaje PELA y su aporte al desempeño docente de la UGEL del distrito de Ambo, provincia de Ambo, departamento de Huánuco 2019 []. PE: Pontificia Universidad Católica del Perú; 2023. http://hdl.handle.net/20.500.12404/24001
@mastersthesis{renati/535087,
title = "Análisis de Sostenibilidad del Programa de Educación Logros de Aprendizaje PELA y su aporte al desempeño docente de la UGEL del distrito de Ambo, provincia de Ambo, departamento de Huánuco 2019",
author = "Lorenzo Abad, Elvis Edison",
publisher = "Pontificia Universidad Católica del Perú",
year = "2023"
}
This research work contributes to the knowledge of how the “Pedagogical Accompaniment“ is implemented as part of the “Learning Achievement Education Program“ (PELA 2019); as well as the significant contribution in the Local Educational Management Unit and the educational actors of Educational Institutions focused on the district of Ambo. The research seeks to answer the question: To what extent is the Learning Achievements Education Program strengthening the capacities of teachers in the district of Ambo, department of Huánuco, during the year 2019? The theoretical part of the present investigation presents the approaches of human rights, quality education and the approach of pedagogical accompaniment. And also the theory that guides us is the collaborative and participatory reflective critical approach that pedagogical accompaniment proposes, as a means of self-learning. Likewise, it has been necessary to know the forms of intervention carried out by the PELA, to know the work dynamics. The research carried out is of a qualitative nature, the units of analysis are the teachers of the Pedagogical Accompaniment. The sampling method has been by Judgment or convenience according to what the work objectives indicate. The collection of information was carried out with semi-structured interviews, review of documents and portfolios of the teachers and this was also carried out with the local technical team. This research is based on understanding “Pedagogical Accompaniment“ (PELA 2019), as a training strategy to support the transformation of teaching practice and if it is fulfilling its role of strengthening the capacities of the teaching career. To arrive at these important findings, we have set out to determine if the Pedagogical Accompaniment is strengthening the capacities of teachers by analyzing their contributions, capacities and perception. This investigation of the pedagogical accompaniment allowed to know significant contributions such as teaching autonomy, reflective practice and methodological strategy. And that enhance the skills and attitudes of teachers related to school management, feedback and promotes leadership. And regarding the perception of 5 the accompaniment of the users, it is positive because it contributes to the training needs, as well as to the interests and demands of a community. As we can see, the Pedagogical Accompaniment has significant contributions in the continuous training of the teaching career. The present investigation proposes to elaborate a real diagnosis adding contemporary and technological tools to give follow-up and continuity to the Accompaniment proposal. To this we also propose to develop an individual plan for students and teachers, to see the progress and progress. Also develop learning communities through an application focused on teaching performance and finally enhance educational co-management with local authorities to achieve institutional autonomy.
This item is licensed under a Creative Commons License