Citas bibligráficas
Gárate, K., (2018). Propuesta de un plan de monitoreo, acompañamiento y evaluación para la mejora de la gestión curricular y el logro de las metas de aprendizaje en el nivel secundaria de la I.E. “Serafín Filomeno” distrito y provincia de Moyobamba, región San Martin [Tesis de segunda especialidad, Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/1121
Gárate, K., Propuesta de un plan de monitoreo, acompañamiento y evaluación para la mejora de la gestión curricular y el logro de las metas de aprendizaje en el nivel secundaria de la I.E. “Serafín Filomeno” distrito y provincia de Moyobamba, región San Martin [Tesis de segunda especialidad]. PE: Universidad Marcelino Champagnat; 2018. https://hdl.handle.net/20.500.14231/1121
@misc{sunedu/3320421,
title = "Propuesta de un plan de monitoreo, acompañamiento y evaluación para la mejora de la gestión curricular y el logro de las metas de aprendizaje en el nivel secundaria de la I.E. “Serafín Filomeno” distrito y provincia de Moyobamba, región San Martin",
author = "Gárate Bardález, Kennedy",
publisher = "Universidad Marcelino Champagnat",
year = "2018"
}
The work that we present has the purpose of analyzing the relationship that exists between the learning goals and the process of monitoring and accompaniment of the pedagogical practice, as well as understanding that the efficient learning strategies and the evaluation focused on the capacities and competences will allow us to achieve the learning goals we set for ourselves. The present work called Monitoring, accompaniment and evaluation plan for the improvement of curricular management and the achievement of learning goals at the secondary level of the I.E. Serafín Filomeno, District and Province of Moyobamba, San Martín Region, has the main objective of developing monitoring, accompaniment and relevant evaluation of the pedagogical practice of teachers and academic coordinators who attend 1st grade students, in order to achieve satisfactorily the proposed learning goals. In this research we worked with 250 1st grade students, 25 teachers and 06 Academic Coordinators of the Serafín Filomeno Educational Institution of the District and Province of Moyobamba, San Martín Region. We applied a survey on their own performance to 20 teachers who attend 1st grade, a virtual application implemented since 2015 has also been considered for the planning, monitoring and evaluation of the achievement of learning goals for each academic year, which It has allowed us to be honest and establish our learning goals according to the learning needs, context and reality of the students. With the teachers, days were held to analyze the academic results of the students in a comparative way of the last four years in order to determine whether or not the planned learning goals are achieved, all this also allowed us to analyze the causes of the problem. and in this way more precisely raise the possible alternative solutions. We analyzed the psychometric properties of the instruments and found evidence of validity and sufficient reliability in the studied sample. Subsequently, the relationships between the variables considered as: Learning goals achieved in previous years were analyzed. Learning goals planned for the current year. Goals achieved this year. Factor monitoring, accompaniment and evaluation to the pedagogical practice. It was found that the planned learning goals and the achievement of the same were positively and significantly related to the learning strategies implemented and strengthened through monitoring, accompaniment and evaluation of the teacher, in the same way we consider that if the timely and pertinent actions will not be able to achieve the proposed goals, in this case the school population to attend with the present work is a constant of all the years since they are students that come from other institutions because we do not have a Primary level, and said Students have many needs and difficulties in their learning mainly derived from poor reading comprehension and development of basic operations in mathematics, all this added to the little use of adequate learning strategies used by the teacher and inadequate evaluation, compromises and puts at risk the achievement of the planned learning goals. It is necessary to implement a permanent process of monitoring, accompaniment and teacher evaluation by the directors and periodically, at the end of each academic bimester, develop the days of reflection and analysis of the results to be able to direct new strategies and adjustments to the planned work. This plan allows us to consider the importance of planning and monitoring the learning goals with the involvement of the actors themselves in the educational process, at the same time allows us to consider that it is vitally important to accompany the teacher to continue permanently strengthening their professional performance and for the sake of student learning achievement.
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