El presente ensayo tiene como objetivo el análisis de la importancia de la planificación de la clase para el desarrollo de una enseñanza efectiva. En el ensayo se expone los componentes y elementos a tener presente para estructurar adecuadamente un plan de clase orientado a lograr una educación efectiva. En tal sentido se desarrolló un estudio de revisión sustentado en los métodos: análisis de contenido, revisión bibliográfica y hermenéutico. Los hallazgos obtenidos permiten concluir que: la importancia del plan de clase radica en el alcance que tiene para el cumplimiento de los objetivos del proceso de enseñanza-aprendizaje y la mejoría del rendimiento académico de los estudiantes. Para realizar una buena planificación de la clase se deben tener presente los componentes del proceso de enseñanza-aprendizaje, entre ellos: objetivos, contenidos, métodos, fuentes curriculares, formas de organización del proceso y formas de evaluación, así como otros aspectos: planificación del currículo y las clases como parte de un sistema de actividades direccionado al logro de los objetivos propuestos; las diferencias individuales de los estudiantes, adoptando una planificación flexible; empleo de métodos productivos; estrategias didácticas centradas en el estudiante; papel del estudiante y rol del docente como guía y mediador entre el conocimiento y el aprendizaje del alumno
El Oro province undergoes a high rate of student's withdrawal from distance courses offered by the local university. The distance education model gives for granted that the regular teachers are proficient for remote tutoring. This research attempts to reveal the state-of-art of this educative model in a provincial university. The study focused on a quantitative-qualitative explorative approach to determine, whether, if withdrawal is more frequent in introductory courses or not. Among the main causes for withdrawal were found: (1) the naive of learners in high education programs, (2) the inconsistency of the university proposals (academic and administrative) and; (3) the most important, the deficiencies in remote tutoring.
The objective of the present descriptive study was to analyze the intercultural competences of primary education teachers in Machala city (Ecuador). Cognitive, procedural, and attitudinal dimensions were determined and the study was systematized using analytical-synthetic, inductive-deductive, and statistical methods. Data was gathered through a survey of 442 randomly selected teachers through stratified sampling. The results showed teacher command on the regulations and laws that govern bilingual intercultural education. But, there was lack of knowledge about adequate methodologies for intercultural teaching. There were also limitations for instructing in native languages. It is concluded that the majority of surveyed teachers perceived that they had knowledge and showed sensitivity about their own cultural identity and that of their students. But, teachers also believed that they were limited in terms of intercultural methodologies and competences, which may explain the prevalent existing asymmetry between theory and practice.
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