Configuraciones de la innovación didáctica y el acompañamiento pedagógico en docentes sin formación pedagógica
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Date
2023
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Publisher
Universidad Femenina del Sagrado Corazón
Abstract
Las entidades educativas de la educación superior se han visto desafiadas debido a la crisis sanitaria originada por la COVID-19. Por ello surge la necesidad de investigar la práctica docente, buscando analizar las configuraciones de la innovación didáctica y el acompañamiento pedagógico. Sobre todo, si se implica a actores, que, siendo docentes en ejercicio, no cuentan con formación pedagógica, pero tuvieron que afrontar una nueva normalidad y el reto de seguir formando profesionales competentes en las distintas carreras. Es así, que se realiza un estudio de caso en un grupo de docentes de diferentes instituciones de educación superior de la ciudad de Lima cuyo objetivo fue analizar las configuraciones de la innovación didáctica y el acompañamiento pedagógico considerando que no cuentan con formación pedagógica. Para tal efecto, tras aplicar criterios de inclusión y exclusión muestral, se seleccionó a cinco
docentes, que fueron informantes mediante la técnica de la entrevista. Los hallazgos del estudio revelaron las configuraciones de los docentes respecto a la innovación didáctica, concluyendo que la misma se sustenta principalmente en la estrategia didáctica, concebida como un proceso que requiere modelos y formas que promuevan la interacción entre estudiantes para propiciar el debate y la reflexión crítica. Respecto al acompañamiento pedagógico, el mismo, es asumido como un medio que favorece el desarrollo profesional docente, teniendo como elementos clave: la evaluación del desempeño, un diagnóstico y seguimiento constante y la oportunidad de un asesoramiento crítico reflexivo.
Higher education entities have been challenged due to the health crisis caused by COVID-19. For this reason, is necesary to investigate teaching practice arises, seeking to analyze the adjustments of didactic innovation and pedagogical accompaniment. Above all, if actors are involved, who, being practicing teachers, do not have pedagogical training, but had to face a new normality and the challenge of continuing to train competent professionals in different careers. Thus, a case study is carried out in a group of teachers from different higher education institutions in the city of Lima whose objective was to analyze the adjustments of didactic innovation and pedagogical accompaniment considering that they do not have pedagogical training. For this purpose, after applying sample inclusion and exclusion criteria, five teachers were selected, who were informants through the interview technique. The study findings revealed the teachers' configurations regarding didactic innovation, concluding that it is mainly based on the didactic strategy, conceived as a process that requires models and forms that promote interaction between students to promote debate and reflection criticism. Teacher professional development, having as key elements: performance evaluation, constant diagnosis and monitoring, and the opportunity for reflective critical advice.
Higher education entities have been challenged due to the health crisis caused by COVID-19. For this reason, is necesary to investigate teaching practice arises, seeking to analyze the adjustments of didactic innovation and pedagogical accompaniment. Above all, if actors are involved, who, being practicing teachers, do not have pedagogical training, but had to face a new normality and the challenge of continuing to train competent professionals in different careers. Thus, a case study is carried out in a group of teachers from different higher education institutions in the city of Lima whose objective was to analyze the adjustments of didactic innovation and pedagogical accompaniment considering that they do not have pedagogical training. For this purpose, after applying sample inclusion and exclusion criteria, five teachers were selected, who were informants through the interview technique. The study findings revealed the teachers' configurations regarding didactic innovation, concluding that it is mainly based on the didactic strategy, conceived as a process that requires models and forms that promote interaction between students to promote debate and reflection criticism. Teacher professional development, having as key elements: performance evaluation, constant diagnosis and monitoring, and the opportunity for reflective critical advice.
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Keywords
Educación--Tesis, Innovación educacional, Formación del personal docente