Bibliographic citations
Ponce, E., (2018). Gestión de monitoreo, acompañamiento y evaluación para fortalecer la práctica docente en la aplicación de los procesos didácticos del área de matemática en los docentes del nivel primaria de la institución educativa Ricardo Florez Gutiérrez- Tomaykichwa-Ambo-2018 [Tesis de segunda especialidad, Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/1424
Ponce, E., Gestión de monitoreo, acompañamiento y evaluación para fortalecer la práctica docente en la aplicación de los procesos didácticos del área de matemática en los docentes del nivel primaria de la institución educativa Ricardo Florez Gutiérrez- Tomaykichwa-Ambo-2018 [Tesis de segunda especialidad]. PE: Universidad Marcelino Champagnat; 2018. https://hdl.handle.net/20.500.14231/1424
@misc{sunedu/3951599,
title = "Gestión de monitoreo, acompañamiento y evaluación para fortalecer la práctica docente en la aplicación de los procesos didácticos del área de matemática en los docentes del nivel primaria de la institución educativa Ricardo Florez Gutiérrez- Tomaykichwa-Ambo-2018",
author = "Ponce Facundo, Edgard Antonio",
publisher = "Universidad Marcelino Champagnat",
year = "2018"
}
The present academic work Management of monitoring, accompaniment and evaluation to strengthen the teaching practice in the application of the didactic processes of the area of mathematics in the teachers of the primary level of the Educational Institution Ricardo Flórez Gutiérrez de Tomaykichwa, whose objective is to apply a Management model of Monitoring, Accompaniment and Evaluation in the management of the didactic processes of the area of mathematics in the teachers of the primary level, as participants we have teachers, parents and the director. The interview was designed and applied to all the teachers of the primary level, with the purpose of knowing the management and application of the didactic processes in the development of the area of mathematics. I can conclude that: as a pedagogical leader, my main responsibility is to ensure the quality of learning and good teaching performance, and Inter-Learning Groups, among peers, workshops, and visiting the classroom are strategies that will improve teaching performance, through the active participation of teachers in collaborative and reflective work on their own practice. This is a holistic way of seeing the new school, in which collective and collaborative work between teachers are the key to improving pedagogical practice. This will be possible with a good institutional climate and the paradigm shift and involvement of educational actors.
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