Bibliographic citations
Porta, V., (2018). Gestión curricular participativo en la implementación de los procesos didácticos en comprensión de textos escritos en una Institución Educativa del distrito Santa María del Valle [Tesis de segunda especialidad, Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/2322
Porta, V., Gestión curricular participativo en la implementación de los procesos didácticos en comprensión de textos escritos en una Institución Educativa del distrito Santa María del Valle [Tesis de segunda especialidad]. PE: Universidad Marcelino Champagnat; 2018. https://hdl.handle.net/20.500.14231/2322
@misc{sunedu/3320678,
title = "Gestión curricular participativo en la implementación de los procesos didácticos en comprensión de textos escritos en una Institución Educativa del distrito Santa María del Valle",
author = "Porta Paredes, Víctor Raúl",
publisher = "Universidad Marcelino Champagnat",
year = "2018"
}
Understanding that education is the basis for the development of a society and the teacher is a key piece in this, the present academic work of Participatory Curricular Management has been carried out in the implementation of didactic processes in understanding written texts in the Educational Institution of the Santa María del Valle District of a qualitative type, whose purpose is the adequate use of didactic processes in understanding written texts in the area of communication. The in-depth interview was designed and applied to a sample of 6 teachers, in order to identify the proper use of didactic processes in understanding written texts in the area of communication, to improve achievement levels in primary school students. the I.E. 33077 of San Pablo de Pichuy through an action plan that will be applied progressively. We assume the fact that: The director as a pedagogical leader is the main person responsible for school management, he is the one who must train effective leaders within the educational institution. For their part, motivated teachers, enriched their pedagogical practice, will improve the learning of their students with a critical, reflective sense in accordance with the demands of the 21st century. Learning communities, collegiate work, inter-learning workshops, continuous training, monitoring and pedagogical accompaniment, are strategies that will allow teachers to improve educational quality, through pedagogical leadership, and professional development among peers.
This item is licensed under a Creative Commons License