Bibliographic citations
Robles, R., (2018). Propuesta de gestión trabajo colaborativo para fortalecer la práctica docente en el dominio de los procesos didácticos para la comprensión de textos en la institución educativa n° 32826, UGEL 308- Ambo [Tesis de segunda especialidad, Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/1609
Robles, R., Propuesta de gestión trabajo colaborativo para fortalecer la práctica docente en el dominio de los procesos didácticos para la comprensión de textos en la institución educativa n° 32826, UGEL 308- Ambo [Tesis de segunda especialidad]. PE: Universidad Marcelino Champagnat; 2018. https://hdl.handle.net/20.500.14231/1609
@misc{sunedu/3947079,
title = "Propuesta de gestión trabajo colaborativo para fortalecer la práctica docente en el dominio de los procesos didácticos para la comprensión de textos en la institución educativa n° 32826, UGEL 308- Ambo",
author = "Robles Chávez, Rodolfo Méndez",
publisher = "Universidad Marcelino Champagnat",
year = "2018"
}
This action plan called Collaborative work management proposal to strengthen teaching practice in the domain of didactic processes for text comprehension in the educational institution No. 32826 UGEL 308- Ambo, whose objective is to implement an efficient management model of the collaborative work in the application of didactic processes to read various types of written texts in the Educational Institution No. 32826 of Rancay, Ambo - Huánuco, the participants are two teachers, parents and the director. The type of research is applied and its approach is qualitative, that is, open, flexible and holistic. The technique of observation and interview was applied, as an instrument the interview guide and monitoring sheet, with the purpose of identifying their perception of the limited Institutional Curricular Management of the pedagogical processes in the learning sessions that has a negative impact on learning. of the students. Collaborative work is a strategy that will allow the improvement of pedagogical practice through the active participation of reflective and exhaustive teachers of their own practice. Among the conclusions, it is considered that the principal as a pedagogical leader is responsible for Pedagogical Management, is in charge of motivating teachers to achieve the proposed goals, of promoting the development of competencies with the purpose of reversing the results of ECE and the evaluation records as student learning results, which evidence the low levels of achievement in the area of communication at the primary level of Regular Basic Education.
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