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Monteza, G., (2019). Evaluación del componente formativo de un programa para profesionales en aula [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/14200
Monteza, G., Evaluación del componente formativo de un programa para profesionales en aula []. PE: Pontificia Universidad Católica del Perú; 2019. http://hdl.handle.net/20.500.12404/14200
@mastersthesis{sunedu/2654778,
title = "Evaluación del componente formativo de un programa para profesionales en aula",
author = "Monteza Fernández, Gabriela Inés",
publisher = "Pontificia Universidad Católica del Perú",
year = "2019"
}
Title: Evaluación del componente formativo de un programa para profesionales en aula
Authors(s): Monteza Fernández, Gabriela Inés
Advisor(s): Pain Lecaros, Oscar Andrés
Keywords: Educación pública--Perú; Personal docente--Capacitación; Educación continua; Educación rural; Formación profesional de maestros--Evaluación
OCDE field: https://purl.org/pe-repo/ocde/ford#5.01.00
Issue Date: 15-May-2019
Institution: Pontificia Universidad Católica del Perú
Abstract: La presente investigación es una evaluación de un programa que dota de profesionales de
diversas carreras a Instituciones Educativas Públicas (IEP) para cubrir puestos vacantes de
docentes, en su mayoría en zonas rurales del Perú. Para ello se ha hecho una evaluación mixta
sobre la formación que reciben estos profesionales (beneficiarios del programa) para ingresar
a aula y el acompañamiento de parte de la organización. Se ha entrevistado a seis actores clave,
así como a seis acompañantes de los beneficiarios directos [BD] del programa. Además, se ha
encuestado a los BD actuales (n=63) y los BD egresados del programa (n=160). Así, se
generaron inferencias cuantitativas, cualitativas y metainferencias (mixtas).
Los resultados obtenidos fueron analizados según los espacios formativos que tienen los
beneficiarios: formación inicial [FI], formación continua [FC] y acompañamiento. La
evaluación permitió identificar que la FI presenta falencias en didáctica específica y pedagogía.
Además, se identificó que aquellos con carrera docente de formación valoran más las sesiones
de liderazgo en la formación continua que aquellos con otras carreras de procedencia. Por
último, en cuanto el acompañamiento recibido, se encontró que este es el espacio formativo
más valorado entre los tres propuestos por el programa evaluado.
Para futuras investigaciones se considera pertinente evaluar longitudinalmente todo el proceso
de formación de tres promociones para poder hacer un comparativo más pertinente y con
conclusiones más precisas.
This is an evaluation of a program that provides professionals from differents fiels to fill vacancies of teachers in rural areas of Perú, specific to public institutes. For this, a mixed evaluation has been made about the training that these professionals receive (beneficiaries of the program) to enter the school and the accompaniment of part of the organization. Six key actors were interviewed, as well as six companions of the direct beneficiaries of the program. In addition, the current groups (n = 63) and the graduates of the program (n = 160) have been selected. Thus, they were generated in quantitative, qualitative and mixed contributions. The results were analyzed according to the training spaces that the beneficiaries have: initial training, continuous training and accompaniment. The evaluation that will identify the initial training has shortcomings in specific teaching and pedagogy. In addition, he identified that those with a teaching career value higher leadership sessions in continuous training than those with other careers of origin. Finally, in how much the accompaniment received, it was found that this is the most valued training space among the three proposed by the evaluated program. For further investigations, its recomnend to do it in a longitudinal way the whole process of formation of three cohorts to be able to make an analysis in more detail and with more precision.
This is an evaluation of a program that provides professionals from differents fiels to fill vacancies of teachers in rural areas of Perú, specific to public institutes. For this, a mixed evaluation has been made about the training that these professionals receive (beneficiaries of the program) to enter the school and the accompaniment of part of the organization. Six key actors were interviewed, as well as six companions of the direct beneficiaries of the program. In addition, the current groups (n = 63) and the graduates of the program (n = 160) have been selected. Thus, they were generated in quantitative, qualitative and mixed contributions. The results were analyzed according to the training spaces that the beneficiaries have: initial training, continuous training and accompaniment. The evaluation that will identify the initial training has shortcomings in specific teaching and pedagogy. In addition, he identified that those with a teaching career value higher leadership sessions in continuous training than those with other careers of origin. Finally, in how much the accompaniment received, it was found that this is the most valued training space among the three proposed by the evaluated program. For further investigations, its recomnend to do it in a longitudinal way the whole process of formation of three cohorts to be able to make an analysis in more detail and with more precision.
Link to repository: http://hdl.handle.net/20.500.12404/14200
Discipline: Cognición, Aprendizaje y Desarrollo
Grade or title grantor: Pontificia Universidad Católica del Perú. Escuela de Posgrado
Grade or title: Magíster en Cognición, Aprendizaje y Desarrollo
Register date: 15-May-2019; 15-May-2019
This item is licensed under a Creative Commons License