Strategy for the Direction of the Methodological Work of the Teacher in Multigrade School
The projective model of Primary Education and the direction of the teaching-learning process, increasingly comprehensive, poses challenges to the school in continuous improvement that should be a basic priority of any educational system and is more significant in the rural environment, where multigr...
| Autores: | , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Ecuador |
| Institución: | Pontificia Universidad Católica del Ecuador - Sede Esmeraldas |
| Repositorio: | Revista Pontificia Universidad Católica del Ecuador - Sede Esmeraldas |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/595 |
| Acceso en línea: | https://revistas.pucese.edu.ec/hallazgos21/article/view/595 |
| Access Level: | acceso abierto |
| Palabra clave: | superación estrategia actividad profesional maestro rural multigrado overcoming strategy professional activity rural teacher multigrade |
| Sumario: | The projective model of Primary Education and the direction of the teaching-learning process, increasingly comprehensive, poses challenges to the school in continuous improvement that should be a basic priority of any educational system and is more significant in the rural environment, where multigrade class groups predominate. The study had the objective of proposing a strategy for the methodological direction of the teachers of the multigrade school. The same was carried out from observations to the direction of the methodological work, classes, exchange with directors and documentary review, which showed insufficiencies in the preparation of the teachers of these class groups. This allowed proposing a more specialized preparation for these teachers, so that they receive the essential tools to direct the teaching-learning process, considering the particularities of the class groups they serve. In addition, an analysis of the main ways of improvement is carried out that, based on the experience in its application, contribute to raising the preparation of the teacher at multigrade schools. Their general psycho-pedagogical characteristics of them are exposed, meaning how it reverts to a contribution to the integral development of students in the rural educational context. |
|---|