Bibliographic citations
Alarcón, J., (2021). La práctica pedagógica del docente de educación inicial en el contexto de la educación a distancia. Estudio de caso: docente de aula de 3 años de una institución pública de Lima [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/19154
Alarcón, J., La práctica pedagógica del docente de educación inicial en el contexto de la educación a distancia. Estudio de caso: docente de aula de 3 años de una institución pública de Lima []. PE: Pontificia Universidad Católica del Perú; 2021. http://hdl.handle.net/20.500.12404/19154
@misc{sunedu/2656459,
title = "La práctica pedagógica del docente de educación inicial en el contexto de la educación a distancia. Estudio de caso: docente de aula de 3 años de una institución pública de Lima",
author = "Alarcón Yaya, Jannett Patricia",
publisher = "Pontificia Universidad Católica del Perú",
year = "2021"
}
The present thesis entitled “The pedagogical practice of the initial education teacher in the context of distance education. Case study: 3-year-old classroom teacher of a public institution in Lima”, its main objective is to analyze the pedagogical practice of the initial education teacher in the context of distance education. To achieve this, we break down three specific objectives: a) identify the process of preparation for learning carried out by the initial education teacher in the distance education modality; b) identify the teaching process for learning carried out by the initial education teacher in the distance education modality and; c) characterize the modality of distance education. This study arises with the purpose of knowing the scope of the pedagogical practice of the teacher in the current educational context. The research has a qualitative approach, descriptive level and case study design, we use the interview and semistructured interview guide as a technique and instrument for collecting information, correspondingly. The data were organized, systematized and analyzed according to the study categories. Based on the results obtained, it can be affirmed that the pedagogical practice of the initial education teacher in this modality of EAD is limited, since the process of preparation and teaching for learning depends mainly on the orientations of the Minedu, and being a new experience, demand for preparation and adaptation over time. This research provides us with inputs to improve pedagogical practice in the context of remote education.
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