Professional training in scenarios of uncertainty, continuous change and great challenges, demands curricular innovation in higher education. The aim of the article is to analyze the perceptions of university students about the application of training and action-research projects as didactic strategies in their training, within the framework of a competency-based curriculum that involves specific actions to solve context problems. Eighty-four students and three teacher trainers participated in the education program of a Peruvian university, who applied an interdisciplinary training project and 18 action-research projects in educational institutions of basic education. The perception was obtained through a questionnaire of 25 items, distributed in five dimensions: Planning, action, observation, reflection and organization, which was evaluated for reliability and validity. It is observed that the self-perception of students affects the positive assessment of learning in real settings, with concrete actions through action plans that involve the actors of educational institutions. It is concluded that Peruvian teaching university students positively value training and action research projects as strategies that allow the development of skills such as: Research, collaborative work, educational management and management of the teaching-learning process.
Esta investigación tuvo como objetivo el planificar estrategias adecuadas para formar eficientemente al egresado del programa de Licenciatura en Educación LEMM, considerando el proceso pedagógico, didáctico, curricular, las capacidades de investigar para generar conocimientos, atender la extensión social y responsabilidad social. Tuvo como objetivo general, diseñar el modelo de gestión estratégica prospectiva para la formación holística del licenciado en educación, basado en las competencias que deben tener los docentes del S.XXI, en los objetivos específicos se caracterizó el perfil del docente para contrarrestar el problema de aprendizaje, a través de metodologías adecuadas, actualizados, contextualizando al proceso formativo in inicial del docente. Fue de tipo descriptivo explicativo se basó en los métodos heurístico, holístico, analítico sintético, hermenéutico y Delphi, se utilizó la encuesta. La Población estuvo integrada por los estudiantes, egresados, docentes, directivos y jerárquicos del programa de licenciatura modalidad mixta. La propuesta quedo plasmada en el silabo, la sesión de aprendizaje y las estrategias según la naturaleza de cada estudiante, promoviendo la investigación prospectiva; en efecto este trabajo queda como propuesta dado que no tenemos la facultad administrativa para ejecutar la propuesta.
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