Publicación: Contextualización curricular y reconstrucción de las prácticas de enseñanza en aulas multigrado
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The curricular contextualization carried out by the teacher plays an essential role, stimulating everyone's learning, flexible and contextualized, particularities that acquire a more complex character when it comes to the development of this process in multigrade classrooms. Therefore, the present research defined the objective of understanding the contributions of a reflective process of curricular contextualization and reconstruction of teaching practices in the training process of students in multigrade classrooms of the Guateque Educational Institution, of the Municipality of Montería. To achieve this objective, it was based on the hermeneutical interpretive paradigm, with a qualitative approach and the case study method. The results show that multigrade classroom teachers have the knowledge and didactics that help them to generate strategies in which the resources of the context are used to the maximum, and in turn, students are motivated at a high level to strive to access adequately to the support materials necessary for the execution of academic activity. The research concludes that the multigrade classroom teachers of the Guateque Educational Institution understand the process of contextualization and reconstruction of their teaching practices, the possibility of improving the training process of their students, to the extent that a look at the way they develop their teaching work identify strengths and weaknesses; in addition, professional enrichment through the exchange of strategies and experiences.