Estudio descriptivo sobre las concepciones de los maestros del Colegio Miguel Ángel Asturias acerca del desarrollo profesional docente : un proceso para el mejoramiento de la calidad educativa
This research seeks to analyze how they conceive English teachers of cycle 1, 2 and 3 teacher professional development in the I.E.D. Miguel Angel Asturias, from the identification and description of the concepts related to system components assurance of teaching quality, continuous training and tech...
| Autor Principal: | Cárdenas Valencia, Carolina |
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| Otros Autores: | López Carmona, Loren Catalina, Cruz Sierra, Jorge Enrique, Vargas Mendivelso, Laura Lorena |
| Formato: | info:eu-repo/semantics/bachelorThesis |
| Idioma: | spa |
| Publicado: |
Universidad de La Salle. Facultad de Ciencias de la Educación. Licenciatura en Lengua Castellana, Inglés y Francés (Lenguas Modernas).
2017
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| Materias: | |
| Acceso en línea: |
http://hdl.handle.net/10185/18895 |
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| Sumario: |
This research seeks to analyze how they conceive English teachers of cycle 1, 2 and 3 teacher professional development in the I.E.D. Miguel Angel Asturias, from the identification and description of the concepts related to system components assurance of teaching quality, continuous training and technological tools as categories derived from the analysis of the Education Sector Plan 2010-1014, Training Teachers in Colombia (IESALC, 2004), and the Colombian System Policies and Professional Development Training and Teaching (MEN, 2012).
The investigation was conducted with a qualitative approach, non-experimental, in which a descriptive design was used. For data collection the survey and interview as data collection instruments were used.
Finally, the analysis results allowed to account for gaps against the professional development expressed through the conceptions of teachers in the institutional context. For this reason, it is considered necessary to have greater ownership of public policy, its implementation and development, not only by teachers but also managers and people in charge of educational management in order to create opportunities for teacher training help improve skills training, evaluation, academic upgrading and the impact of technological tools in the classroom.
Keywords: Conceptions, Public Policy, teacher professional development |
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