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data-toggle="tab" href="#pedagogíaysociologíadelaeducación" role="tab" title="Pedagogía y Sociología de la Educación"><span>24</span> <span class="ds2-5-body-sm-bold">Pedagogía y Sociología de la Educación</span></a></li><li class="nav-chip" role="presentation"><a class="js-profile-docs-nav-section u-textTruncate" data-click-track="profile-works-tab" data-section-name="Papers" data-toggle="tab" href="#papers" role="tab" title="Papers"><span>3</span> <span class="ds2-5-body-sm-bold">Papers</span></a></li></ul></div><div class="divider ds-divider-16" style="margin: 0px;"></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Pedagogía y Sociología de la Educación" id="Pedagogía y Sociología de la Educación"><h3 class="profile--tab_heading_container">Pedagogía y Sociología de la Educación by Alexander Javier Montes Miranda</h3></div><div class="js-work-strip profile--work_container" data-work-id="100047011"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/100047011/DESARROLLO_DE_COMPETENCIAS_COMUNICATIVAS_DEL_IDIOMA_EXTRANJERO_INGL%C3%89S_MEDIADO_POR_LA_VIRTUALIZACI%C3%93N"><img alt="Research paper thumbnail of DESARROLLO DE COMPETENCIAS COMUNICATIVAS DEL IDIOMA EXTRANJERO INGLÉS MEDIADO POR LA VIRTUALIZACIÓN" class="work-thumbnail" src="https://attachments.academia-assets.com/100975796/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/100047011/DESARROLLO_DE_COMPETENCIAS_COMUNICATIVAS_DEL_IDIOMA_EXTRANJERO_INGL%C3%89S_MEDIADO_POR_LA_VIRTUALIZACI%C3%93N">DESARROLLO DE COMPETENCIAS COMUNICATIVAS DEL IDIOMA EXTRANJERO INGLÉS MEDIADO POR LA VIRTUALIZACIÓN</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El presente artículo muestra los resultados de la investigación titulada Transformando el bajo de...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El presente artículo muestra los resultados de la investigación titulada Transformando el bajo desempeño de la competencia comunicativa del idioma extranjero inglés, realizado con el objetivo de mejorar la competencia comunicativa de los estudiantes de grado 11 ° en idioma extranjero inglés en una escuela del Caribe colombiano. Para ello, se empleó un enfoque metodológico cualitativo, y un modelo de investigación acción pedagógica, con una muestra de 21 estudiantes de un total de 716 que compone el universo de la población. A partir de un curso virtual diseñado en la plataforma Mil Aulas de Moodle. se pudo demostrar que después de la aplicación del curso virtual el 72% de la muestra obtuvo desempeño alto en comprensión lectora, en escritura un 18% estuvo en desempeño superior, otro 18% en desempeño alto y un 37% en desempeño básico, en cuanto a la subcategoría de gramática un 14% se encuentra en desempeño superior, otro 14% en desempeño alto, y un 29% en desempeño básico.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f290107ba5eee670b6373c367ce5717e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100975796,"asset_id":100047011,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100975796/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100047011"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100047011"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100047011; 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Tuvo como objetivo analizar las transformaciones en las prácticas pedagógicas de los maestros, producidas en virtud de un modelo de acompañamiento. El problema estudiado está representado en la carencia de procesos de formación y seguimiento suficientes y efectivos hacia los maestros del ciclo de primaria, reflejado en los bajos resultados en materia de aprendizajes en este nivel. Se empleó la metodología Investigación Acción Pedagógica (IAP) desde el modelo propuesto por Restrepo (2006) en tres fases: deconstrucción, reconstrucción de la práctica y validación de la efectividad de la práctica, tomando como población de estudio a los maestros de la básica primaria de una sede educativa en la ciudad de Montería (Colombia). Los resultados de este estudio develan Abstract This article systematizes scientific research results related to the value of andragogical accompaniment in the teaching exercise. Its objective was to analyze transformations in the teachers' pedagogical Volumen 05 -N° 03, Julio -Diciembre 2020 Depósito Legal N° DC2017000305/ISSN: 2542-3142 pg.98-133 to be studied in an educational setting in the city of Montería (Colombia). This study's results reveal that the teacher's representative nature is directly linked to his performance, and his beliefs, perceptions, and conceptions determine his actions in the classroom. Meanwhile, autonomy and collaboration allow him to reflect and lead the transformation of his practice. Finally, it is concluded that the accompaniment of an andragogue is essential in the training of teachers to advance in the continuous improvement of their teaching practices, strengthening in turn, collaborative work and peer learning. Keywords: pedagogical knowledge; teaching; pedagogical practices; teacher reflection; andragogy; pedagogical action research. population d'étude les enseignants de l'école primaire. d'un siège éducatif dans la ville de Montería (Colombie). Les résultats de cette étude révèlent que la nature représentative de l'enseignant est directement liée à sa performance; leurs croyances, perceptions et conceptions déterminent leurs actions en classe; Parallèlement, son autonomie et sa collaboration lui permettent de réfléchir et de mener la transformation de sa pratique. Enfin, on conclut que l'accompagnement d'un andragogue gagne en force dans la formation des enseignants pour progresser dans l'amélioration continue de leur pratique pédagogique, renforçant, à son tour, le travail collaboratif et l'apprentissage par les pairs.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bab89c3d44ede770aad535dd54483115" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65239942,"asset_id":44752164,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65239942/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44752164"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44752164"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44752164; 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Tuvo como objetivo analizar las transformaciones en las prácticas pedagógicas de los maestros, producidas en virtud de un modelo de acompañamiento. El problema estudiado está representado en la carencia de procesos de formación y seguimiento suficientes y efectivos hacia los maestros del ciclo de primaria, reflejado en los bajos resultados en materia de aprendizajes en este nivel. Se empleó la metodología Investigación Acción Pedagógica (IAP) desde el modelo propuesto por Restrepo (2006) en tres fases: deconstrucción, reconstrucción de la práctica y validación de la efectividad de la práctica, tomando como población de estudio a los maestros de la básica primaria de una sede educativa en la ciudad de Montería (Colombia). Los resultados de este estudio develan Abstract This article systematizes scientific research results related to the value of andragogical accompaniment in the teaching exercise. Its objective was to analyze transformations in the teachers' pedagogical Volumen 05 -N° 03, Julio -Diciembre 2020 Depósito Legal N° DC2017000305/ISSN: 2542-3142 pg.98-133 to be studied in an educational setting in the city of Montería (Colombia). This study's results reveal that the teacher's representative nature is directly linked to his performance, and his beliefs, perceptions, and conceptions determine his actions in the classroom. Meanwhile, autonomy and collaboration allow him to reflect and lead the transformation of his practice. Finally, it is concluded that the accompaniment of an andragogue is essential in the training of teachers to advance in the continuous improvement of their teaching practices, strengthening in turn, collaborative work and peer learning. Keywords: pedagogical knowledge; teaching; pedagogical practices; teacher reflection; andragogy; pedagogical action research. population d'étude les enseignants de l'école primaire. d'un siège éducatif dans la ville de Montería (Colombie). Les résultats de cette étude révèlent que la nature représentative de l'enseignant est directement liée à sa performance; leurs croyances, perceptions et conceptions déterminent leurs actions en classe; Parallèlement, son autonomie et sa collaboration lui permettent de réfléchir et de mener la transformation de sa pratique. Enfin, on conclut que l'accompagnement d'un andragogue gagne en force dans la formation des enseignants pour progresser dans l'amélioration continue de leur pratique pédagogique, renforçant, à son tour, le travail collaboratif et l'apprentissage par les pairs.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7e578c5ba5abaad3b3ee4ced1f21703f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65239939,"asset_id":44752162,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65239939/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44752162"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44752162"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44752162; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="44013805"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44013805/El_liderazgo_escolar_en_las_pol%C3%ADticas_educativas_latinoamericanas"><img alt="Research paper thumbnail of El liderazgo escolar en las políticas educativas latinoamericanas" class="work-thumbnail" src="https://attachments.academia-assets.com/64348456/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44013805/El_liderazgo_escolar_en_las_pol%C3%ADticas_educativas_latinoamericanas">El liderazgo escolar en las políticas educativas latinoamericanas</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen Este artículo contiene una revisión del estado del arte sobre liderazgo escolar. Mediante...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen Este artículo contiene una revisión del estado del arte sobre liderazgo escolar. Mediante un análisis documental se analizan las tendencias en este campo a partir de las políticas educativas en Colombia, México y Chile. Los resultados del análisis demuestran la necesidad de generar políticas que consoliden el liderazgo escolar como eje vertebral de la calidad educativa, de manera consistente y sostenible, fundamentadas en la investigación científica, donde las universidades y centros de investigación jueguen un papel determinante. Palabras clave: liderazgo; directores escolares; calidad de la educación Abstract The article contains a review of the state of the art on school leadership. Through a documentary analysis, trends in this field are analyzed based on educational policies in Colombia, Mexico and Chile. The results of the analysis demonstrate the need to generate policies that consolidate school leadership as the backbone of educational quality, in a consistent, sustainable way and based on scientific research, where universities and research centers play a determining role.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0554cc5b6ac566ffe423a8928788d74a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64348456,"asset_id":44013805,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64348456/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44013805"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44013805"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44013805; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="43908639"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/43908639/_Incide_el_tiempo_en_la_calidad_educativa_Un_an%C3%A1lisis_sistem%C3%A1tico_de_la_literatura_en_Iberoam%C3%A9rica"><img alt="Research paper thumbnail of ¿Incide el tiempo en la calidad educativa?: Un análisis sistemático de la literatura en Iberoamérica" class="work-thumbnail" src="https://attachments.academia-assets.com/64232954/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43908639/_Incide_el_tiempo_en_la_calidad_educativa_Un_an%C3%A1lisis_sistem%C3%A1tico_de_la_literatura_en_Iberoam%C3%A9rica">¿Incide el tiempo en la calidad educativa?: Un análisis sistemático de la literatura en Iberoamérica</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El presente artículo, tiene como propósito comprender y analizar la categoría de tiempo escolar y...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El presente artículo, tiene como propósito comprender y analizar la categoría de tiempo escolar y su incidencia en el aspecto social, académico, económico y político, a nivel iberoamericano. El cual aporta evidencia útil en la orientación de investigaciones que pretendan evaluar reformas educativas. A través de una revisión documental, se muestra que el uso eficiente del tiempo escolar incide en la calidad educativa, pero debe estar acompañado de otros factores sociales, pedagógicos y administrativos. Asimismo, que la efectividad del tiempo escolar está condicionada a los resultados de los estudiantes en pruebas estandarizadas, desconociendo otros elementos y actores del sistema educativo. Finalmente, es claro que si se quiere lograr la transformación del sistema, las reformas deben ser diseñadas en función del beneficio del estudiantado.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1c97948d223800f0c36d379370a3894b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64232954,"asset_id":43908639,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64232954/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43908639"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43908639"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43908639; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="43357180"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/43357180/Evaluaci%C3%B3n_de_programas_de_formaci%C3%B3n_en_tic_debates_y_enfoques_prevalentes_en_la_investigaci%C3%B3n_educativa"><img alt="Research paper thumbnail of Evaluación de programas de formación en tic: debates y enfoques prevalentes en la investigación educativa" class="work-thumbnail" src="https://attachments.academia-assets.com/63645669/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43357180/Evaluaci%C3%B3n_de_programas_de_formaci%C3%B3n_en_tic_debates_y_enfoques_prevalentes_en_la_investigaci%C3%B3n_educativa">Evaluación de programas de formación en tic: debates y enfoques prevalentes en la investigación educativa</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/AlexanderJavierMontesMiranda">Alexander Javier Montes Miranda</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uax.academia.edu/AnaRodriguezMorato">Ana Rodriguez Morato</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen Este artículo hace parte de la Investigación Resultados del programa República Digital (R...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen Este artículo hace parte de la Investigación Resultados del programa República Digital (RD)-Educación Digital. Evaluación de programas TIC, realizada con el objetivo de identificar los resultados de la política en referencia, implementada en el sistema educativo de República Dominicana. Para lo anterior, se di-señó una metodología mixta, basada en el modelo Context, Inputs, Process & Product (CIPP), desde las siguientes variables, competencias digitales, mejoramiento de los aprendizajes, enseñanza, comunidades de aprendizaje y gestión de los centros. En este contexto, este artículo hace énfasis en el estado del arte de la investigación, enfocando las categorías teóricas, competencias digitales e investigación evaluativa, y su aporte a las políticas educativas en América Latina. Se puede destacar como conclusión clave del estudio la tendencia en Latinoamérica por articular estas competencias digitales en los procesos educativos contem-poráneos, centrando su ejercicio en el mejoramiento de las condiciones de acceso a los recursos, la infor-mación y la comunicación, con vínculo de todos los actores que integran el sistema, pero con limitaciones importantes en materia de formación y acompañamiento a los mismos. Palabras clave Competencias digitales; investigación evaluativa; evaluación de políticas educativas; calidad de la edu-cación. Abstract This article is part of the Research Results of the Digital Republic (RD) Program-Digital Education. Evaluation of ICT programs carried out to identify the results of the policy implemented in the Republica Do-minicana education system. For the above, a mixed methodology was designed, based on the Context, Inputs, Process & Product (CIPP) model, from the variables: digital competencies, improvement of learning, teach-1 Doctor en Educación. Master en Educación. Director Investigación Instituto Superior de Formación Docente Salomé Ureña (ISFODOSU). Santo Domingo, República Dominicana. Correo electrónico <a href="mailto:vladimir.figueroa@isfodosu.edu.do" rel="nofollow">vladimir.figueroa@isfodosu.edu.do</a>. ORCID iD: <a href="https://orcid.org/0000-0003-0944-3572" rel="nofollow">https://orcid.org/0000-0003-0944-3572</a> 2 Doctor en Ciencias de la Educación. Magíster en Educación. Instituto Superior de Formación Docente Salomé Ureña (ISFODOSU).Santo Domingo, República Dominicana. Correo electrónico <a href="mailto:amontes20@gmail.com" rel="nofollow">amontes20@gmail.com</a>. ORCID iD: <a href="https://orcid.org/0000-0002-7168-6295" rel="nofollow">https://orcid.org/0000-0002-7168-6295</a>. 3 Doctora en Educación. Master en Educación. Docente en educación digital de las universidades UNIR e UEM. Madrid, España Correo electrónico: <a href="mailto:ana.rodriguez@unir.net" rel="nofollow">ana.rodriguez@unir.net</a>. ORCID iD: <a href="https://orcid.org/0000-0002-7533-609X" rel="nofollow">https://orcid.org/0000-0002-7533-609X</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="757477f6c7e546b166e597fcba658527" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63645669,"asset_id":43357180,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63645669/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43357180"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43357180"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43357180; 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Introducción 2. Marco teórico 3. Metodología 4. Resultados de la investigación 5. Conclusiones...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">1. Introducción 2. Marco teórico 3. Metodología 4. Resultados de la investigación 5. Conclusiones Bibliografía</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7d35ea2acd09ee2531462f2a0ddd6039" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61883186,"asset_id":41724495,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61883186/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41724495"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41724495"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41724495; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41724473"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41724473/Enfoque_de_la_evaluaci%C3%B3n_en_la_Educaci%C3%B3n_B%C3%A1sica_y_Media_en_la_regi%C3%B3n_Caribe_Colombiano_Tendencias_y_realidades"><img alt="Research paper thumbnail of Enfoque de la evaluación en la Educación Básica y Media en la región Caribe Colombiano. Tendencias y realidades" class="work-thumbnail" src="https://attachments.academia-assets.com/61883164/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41724473/Enfoque_de_la_evaluaci%C3%B3n_en_la_Educaci%C3%B3n_B%C3%A1sica_y_Media_en_la_regi%C3%B3n_Caribe_Colombiano_Tendencias_y_realidades">Enfoque de la evaluación en la Educación Básica y Media en la región Caribe Colombiano. Tendencias y realidades</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Este artículo presenta los resultados de la Investigación: enfoques de la evaluación de los apren...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Este artículo presenta los resultados de la Investigación: enfoques de la evaluación de los aprendizajes en las políticas de calidad de la educación Básica y Media en Colombia; donde se analizaron los enfoques, concepciones y apuestas de la evaluación en el marco de los procesos de estandarización de competencias que caracteriza el sistema educativo colombiano, además de ello se estudiaron las percepciones sobre este desarrollo que tienen los maestros de una región del país (Montería-Córdoba). La metodología empleada fue el análisis de contenido cualitativo. Los resultados más importantes destacan el desarrollo evidente de un modelo de evaluación sumativa, con tendencia a la medición estandarizada de los aprendizajes. Palabras clave: Política educativa, Evaluación, Estandarización; Calidad educativa.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0caeb1146711819c49ee2ddebd056b40" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61883164,"asset_id":41724473,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61883164/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41724473"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41724473"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41724473; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41724473]").text(description); $(".js-view-count[data-work-id=41724473]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41724473; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41724473']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0caeb1146711819c49ee2ddebd056b40" } } $('.js-work-strip[data-work-id=41724473]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41724473,"title":"Enfoque de la evaluación en la Educación Básica y Media en la región Caribe Colombiano. 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Palabras clave: Calidad de la educación, Enfoques de calidad, Do-cencia, Política educativa.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1b4066fa65c219e22c69b16afdb2d53c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61859671,"asset_id":41700939,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61859671/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41700939"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41700939"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41700939; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41700918"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41700918/LA_EDUCACI%C3%93N_T%C3%89CNICA_UNA_REFLEXI%C3%93N_ENTRE_LA_CALIDAD_Y_LA_REALIDAD_DE_LA_OFERTA_EN_COLOMBIA_TECHNICAL_EDUCATION_A_REFLECTION_BETWEEN_THE_QUALITY_AND_REALITY_OF_SUPPLY_IN_COLOMBIA"><img alt="Research paper thumbnail of LA EDUCACIÓN TÉCNICA: UNA REFLEXIÓN ENTRE LA CALIDAD Y LA REALIDAD DE LA OFERTA EN COLOMBIA TECHNICAL EDUCATION: A REFLECTION BETWEEN THE QUALITY AND REALITY OF SUPPLY IN COLOMBIA" class="work-thumbnail" src="https://attachments.academia-assets.com/61859651/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41700918/LA_EDUCACI%C3%93N_T%C3%89CNICA_UNA_REFLEXI%C3%93N_ENTRE_LA_CALIDAD_Y_LA_REALIDAD_DE_LA_OFERTA_EN_COLOMBIA_TECHNICAL_EDUCATION_A_REFLECTION_BETWEEN_THE_QUALITY_AND_REALITY_OF_SUPPLY_IN_COLOMBIA">LA EDUCACIÓN TÉCNICA: UNA REFLEXIÓN ENTRE LA CALIDAD Y LA REALIDAD DE LA OFERTA EN COLOMBIA TECHNICAL EDUCATION: A REFLECTION BETWEEN THE QUALITY AND REALITY OF SUPPLY IN COLOMBIA</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/AlexanderJavierMontesMiranda">Alexander Javier Montes Miranda</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/LilianaManningBula">Liliana Manning Bula</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">RESUMEN El presente artículo presenta una reflexión sobre el problema de la calidad en la educaci...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">RESUMEN El presente artículo presenta una reflexión sobre el problema de la calidad en la educación para el trabajo y el desarrollo humano desde los contextos latinoamericano y colombiano. De este modo, el documento comprende una revisión sobre el estado del arte de la investigación en la educación técnica, en contraste con la realidad de la oferta en Colombia, lo que demanda interés especial de la investigación educativa en el país, dadas las deficiencias sustanciales y la robusta cobertura que se atiende, sin contar los problemas de control gubernamental, aspectos que han influido en la percepción negativa que se tiene de esta modalidad educativa. ABSTRACT This article presents a reflection on the issue of quality in education for work and human development from Latin American and Colombian contexts, thus, the document includes a review of the state of the art of research in technical education, in contrast to the reality of supply in Colombia, which requires a special interest in educational research in the country, given the substantial deficiencies and robust coverage served, without government control problems, issues that have influenced the negative perception people have of this type of education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b74b80bc235a0d7d1d52cd3072f8daaf" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61859651,"asset_id":41700918,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61859651/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41700918"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41700918"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41700918; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41660436"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41660436/DESARROLLO_DEL_CURR%C3%8DCULO_EN_EDUCACI%C3%93N_B%C3%81SICA_EN_COLOMBIA_1994_2017_"><img alt="Research paper thumbnail of DESARROLLO DEL CURRÍCULO EN EDUCACIÓN BÁSICA EN COLOMBIA (1994- 2017)" class="work-thumbnail" src="https://attachments.academia-assets.com/61814520/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41660436/DESARROLLO_DEL_CURR%C3%8DCULO_EN_EDUCACI%C3%93N_B%C3%81SICA_EN_COLOMBIA_1994_2017_">DESARROLLO DEL CURRÍCULO EN EDUCACIÓN BÁSICA EN COLOMBIA (1994- 2017)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Este artículo, da cuenta de los resultados de la Investigación sobre el Desarrollo del currículo ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Este artículo, da cuenta de los resultados de la Investigación sobre el Desarrollo del currículo en educación básica en Colombia (1994- 2017), cuyo objetivo fue definir la relación que existe entre los resultados de evaluaciones externas de los aprendizajes de los estudiantes con las políticas de orientación curricular en la educación básica en dicho periodo: se utilizó un diseño de investigación tipo Ex Post Facto, que integró una fase preliminar cualitativa (análisis de contenido) y una cuantitativa de carácter correlacional. Dentro de los resultados más relevantes se destaca la comprensión de una política de calidad educativa generada a partir de un proceso cíclico, donde el currículo y la evaluación giran alrededor de los estándares de competencias, así como también se hacen visibles deficiencias estructurales y con poco progreso a nivel de resultados de evaluaciones en las escuelas, lo que implica la necesidad de mayores esfuerzos en esta materia, desde la construcción de la política educativa nacional y las reflexiones y planes institucionales.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b5b24067a1dfa724cda2c40832f85586" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61814520,"asset_id":41660436,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61814520/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41660436"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41660436"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41660436; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41660408"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41660408/Miradas_sobre_la_calidad_de_la_educaci%C3%B3n_b%C3%A1sica_en_Iberoam%C3%A9rica_Visiones_de_Espa%C3%B1a_y_Colombia"><img alt="Research paper thumbnail of Miradas sobre la calidad de la educación básica en Iberoamérica: Visiones de España y Colombia" class="work-thumbnail" src="https://attachments.academia-assets.com/61814487/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41660408/Miradas_sobre_la_calidad_de_la_educaci%C3%B3n_b%C3%A1sica_en_Iberoam%C3%A9rica_Visiones_de_Espa%C3%B1a_y_Colombia">Miradas sobre la calidad de la educación básica en Iberoamérica: Visiones de España y Colombia</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">La educación básica es la encargada de consolidar las estructuras del sistema educativo. En gran ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">La educación básica es la encargada<br />de consolidar las estructuras del sistema<br />educativo. En gran parte del mundo los<br />países han hecho esfuerzos importantes<br />en materia de cobertura y en mayor medida aquellos orientados a mejorar su calidad. No obstante, cada vez más la calidad<br />de la educación viene haciendo protagonista en los debates en este campo, desde<br />los enfoques de desarrollo social y económico especialmente. De este modo, el presente artículo de investigación muestra la<br />relación de dichas políticas en España y<br />Colombia, como una forma de reconocer<br />elementos comunes y divergentes. El texto hace parte del proyecto de una amplia<br />investigación titulada políticas de calidad<br />de la educación básica primaria en Colombia (1994 – 2015) y utiliza como horizonte metodológico el paradigma cualitativo. Los resultados revelan que la calidad<br />de la educación es un concepto asociado<br />a las metas de aprendizaje, que desde el<br />modelo de competencias se traduce en<br />lo que se espera deba saber y saber hacer<br />un estudiante luego de su escolaridad, lo<br />cual debe ser evaluado a nivel interno y<br />externo.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3edb31725dff1dcd561162a792e644fd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61814487,"asset_id":41660408,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61814487/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41660408"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41660408"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41660408; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41660392"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41660392/Definici%C3%B3n_de_un_enfoque_de_ense%C3%B1anza_de_la_lectura_y_la_escritura_en_el_proceso_de_transici%C3%B3n_de_la_educaci%C3%B3n_preescolar_a_la_b%C3%A1sica"><img alt="Research paper thumbnail of Definición de un enfoque de enseñanza de la lectura y la escritura en el proceso de transición de la educación preescolar a la básica." class="work-thumbnail" src="https://attachments.academia-assets.com/61814467/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41660392/Definici%C3%B3n_de_un_enfoque_de_ense%C3%B1anza_de_la_lectura_y_la_escritura_en_el_proceso_de_transici%C3%B3n_de_la_educaci%C3%B3n_preescolar_a_la_b%C3%A1sica">Definición de un enfoque de enseñanza de la lectura y la escritura en el proceso de transición de la educación preescolar a la básica.</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">RESUMEN El presente documento muestra los resultados de una investigación con el propósito de def...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">RESUMEN El presente documento muestra los resultados de una investigación con el propósito de definir un enfoque de enseñanza y de aprendizaje de la lectura y la escritura en el proceso de transición de la educación preescolar a la básica, en el Colegio Asodesi de la ciudad de Montería-Córdoba. Esta experiencia forma parte de la investigación "Los proyectos de aula: una experiencia de investigación acción en la enseñanza del lenguaje en la escuela", orientada teóricamente desde el estudio de diversos enfoques de enseñanza de la lectura y la escritura inicial, con una metodología cualitativa (IA), mediante la conformación de un grupo de estudio trabajo (GET) dentro del cual los docentes reflexionan sobre sus prácticas pedagógicas con el propósito de mejorarlas y transformarlas. Como principales resultados se encuentran la definición de un enfoque global de enseñanza de la lectura y la escritura articulado con las metas de formación propuestas en los proyectos de aula en los niveles de básica y media, y el desarrollo de competencias en la comprensión y producción textual. Palabras clave: Enfoque de enseñanza, lectura y escritura, GET, prácticas pedagógicas. ABSTRACT This paper shows the results of a research exercise in order to define an approach of reading and writing's teaching and learning in the process from preparatory to primary education in Asodesi's school in the city of Monteria-Córdoba. This experience is a part of the investigation "classroom projects: an experience of action research in language teaching at school", theoretically oriented from the study of various approaches about teaching reading and writing early, with a qualitative methodology (IA), by forming a study group work (SGW), within which teachers reflect on their teaching practices, in order to improve and transform them. The main results are: the definition of a comprehensive approach of teaching reading and writing, linked to the goals of training offered in classroom projects in primary and secondary levels and the development of skills incomprehension and textual production.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="aff73391bc3f87095b44989f7dbddf1a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61814467,"asset_id":41660392,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61814467/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41660392"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41660392"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41660392; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41660377"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41660377/La_formaci%C3%B3n_docente_en_el_marco_de_la_pol%C3%ADtica_de_calidad_de_la_Educaci%C3%B3n_B%C3%A1sica_en_Colombia_Teacher_training_within_the_framework_of_the_quality_policy_of_Basic_Education_in_Colombia_Contenido"><img alt="Research paper thumbnail of La formación docente en el marco de la política de calidad de la Educación Básica en Colombia Teacher training within the framework of the quality policy of Basic Education in Colombia Contenido" class="work-thumbnail" src="https://attachments.academia-assets.com/61814448/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41660377/La_formaci%C3%B3n_docente_en_el_marco_de_la_pol%C3%ADtica_de_calidad_de_la_Educaci%C3%B3n_B%C3%A1sica_en_Colombia_Teacher_training_within_the_framework_of_the_quality_policy_of_Basic_Education_in_Colombia_Contenido">La formación docente en el marco de la política de calidad de la Educación Básica en Colombia Teacher training within the framework of the quality policy of Basic Education in Colombia Contenido</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Este artículo presenta los resultados de la investigación titulada Políticas de calidad de la edu...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Este artículo presenta los resultados de la investigación titulada Políticas de calidad de la educación básica primaria en Colombia (1994 – 2015). El caso de Montería, Córdoba, la cual tiene como objetivo principal determinar los aportes que ha hecho a la formación del profesorado la normatividad educativa colombiana en el periodo comprendido entre 1994 y 2015. La investigación empleó una metodología cualitativa para el análisis de contenido, considerando categorías relacionadas con lo pedagógico y lo disciplinar como niveles diferentes de dicho aporte. Los resultados dan cuenta de las concepciones y los mecanismos desde los cuales la política educativa nacional ha comprendido este proceso en el marco de la calidad de la educación en dos niveles: formación inicial de los docentes y formación de docentes en ejercicio.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ba3b8aa176eaa17340ec91e5d730dc4e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61814448,"asset_id":41660377,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61814448/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41660377"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41660377"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41660377; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="8902010" id="pedagogíaysociologíadelaeducación"><div class="js-work-strip profile--work_container" data-work-id="100047011"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/100047011/DESARROLLO_DE_COMPETENCIAS_COMUNICATIVAS_DEL_IDIOMA_EXTRANJERO_INGL%C3%89S_MEDIADO_POR_LA_VIRTUALIZACI%C3%93N"><img alt="Research paper thumbnail of DESARROLLO DE COMPETENCIAS COMUNICATIVAS DEL IDIOMA EXTRANJERO INGLÉS MEDIADO POR LA VIRTUALIZACIÓN" class="work-thumbnail" src="https://attachments.academia-assets.com/100975796/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/100047011/DESARROLLO_DE_COMPETENCIAS_COMUNICATIVAS_DEL_IDIOMA_EXTRANJERO_INGL%C3%89S_MEDIADO_POR_LA_VIRTUALIZACI%C3%93N">DESARROLLO DE COMPETENCIAS COMUNICATIVAS DEL IDIOMA EXTRANJERO INGLÉS MEDIADO POR LA VIRTUALIZACIÓN</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El presente artículo muestra los resultados de la investigación titulada Transformando el bajo de...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El presente artículo muestra los resultados de la investigación titulada Transformando el bajo desempeño de la competencia comunicativa del idioma extranjero inglés, realizado con el objetivo de mejorar la competencia comunicativa de los estudiantes de grado 11 ° en idioma extranjero inglés en una escuela del Caribe colombiano. Para ello, se empleó un enfoque metodológico cualitativo, y un modelo de investigación acción pedagógica, con una muestra de 21 estudiantes de un total de 716 que compone el universo de la población. A partir de un curso virtual diseñado en la plataforma Mil Aulas de Moodle. se pudo demostrar que después de la aplicación del curso virtual el 72% de la muestra obtuvo desempeño alto en comprensión lectora, en escritura un 18% estuvo en desempeño superior, otro 18% en desempeño alto y un 37% en desempeño básico, en cuanto a la subcategoría de gramática un 14% se encuentra en desempeño superior, otro 14% en desempeño alto, y un 29% en desempeño básico.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f290107ba5eee670b6373c367ce5717e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100975796,"asset_id":100047011,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100975796/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100047011"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100047011"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100047011; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="100046974"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/100046974/Fortalecimiento_de_la_escucha_de_estudiantes_de_secundaria_como_habilidad_esencial_en_la_comunicaci%C3%B3n_en_la_lengua_inglesa_dinamizaci%C3%B3n_y_mediaciones_con_Blended_Learning"><img alt="Research paper thumbnail of Fortalecimiento de la escucha de estudiantes de secundaria como habilidad esencial en la comunicación en la lengua inglesa, dinamización y mediaciones con Blended Learning" class="work-thumbnail" src="https://attachments.academia-assets.com/100975747/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/100046974/Fortalecimiento_de_la_escucha_de_estudiantes_de_secundaria_como_habilidad_esencial_en_la_comunicaci%C3%B3n_en_la_lengua_inglesa_dinamizaci%C3%B3n_y_mediaciones_con_Blended_Learning">Fortalecimiento de la escucha de estudiantes de secundaria como habilidad esencial en la comunicación en la lengua inglesa, dinamización y mediaciones con Blended Learning</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Fortalecimiento de la escucha de estudiantes de secundaria como habilidad esencial en la comunica...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Fortalecimiento de la escucha de estudiantes de secundaria como habilidad esencial en la comunicación en la lengua inglesa, dinamización y mediaciones con Blended Learning Strengthening the listening of high school students as an essential skill in communication in the English language, dynamization and mediations with Blended Learning</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b6010c2ac368c97e25f4be034251bc3d" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":100975747,"asset_id":100046974,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/100975747/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="100046974"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="100046974"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 100046974; 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Tuvo como objetivo analizar las transformaciones en las prácticas pedagógicas de los maestros, producidas en virtud de un modelo de acompañamiento. El problema estudiado está representado en la carencia de procesos de formación y seguimiento suficientes y efectivos hacia los maestros del ciclo de primaria, reflejado en los bajos resultados en materia de aprendizajes en este nivel. Se empleó la metodología Investigación Acción Pedagógica (IAP) desde el modelo propuesto por Restrepo (2006) en tres fases: deconstrucción, reconstrucción de la práctica y validación de la efectividad de la práctica, tomando como población de estudio a los maestros de la básica primaria de una sede educativa en la ciudad de Montería (Colombia). Los resultados de este estudio develan Abstract This article systematizes scientific research results related to the value of andragogical accompaniment in the teaching exercise. Its objective was to analyze transformations in the teachers' pedagogical Volumen 05 -N° 03, Julio -Diciembre 2020 Depósito Legal N° DC2017000305/ISSN: 2542-3142 pg.98-133 to be studied in an educational setting in the city of Montería (Colombia). This study's results reveal that the teacher's representative nature is directly linked to his performance, and his beliefs, perceptions, and conceptions determine his actions in the classroom. Meanwhile, autonomy and collaboration allow him to reflect and lead the transformation of his practice. Finally, it is concluded that the accompaniment of an andragogue is essential in the training of teachers to advance in the continuous improvement of their teaching practices, strengthening in turn, collaborative work and peer learning. Keywords: pedagogical knowledge; teaching; pedagogical practices; teacher reflection; andragogy; pedagogical action research. population d'étude les enseignants de l'école primaire. d'un siège éducatif dans la ville de Montería (Colombie). Les résultats de cette étude révèlent que la nature représentative de l'enseignant est directement liée à sa performance; leurs croyances, perceptions et conceptions déterminent leurs actions en classe; Parallèlement, son autonomie et sa collaboration lui permettent de réfléchir et de mener la transformation de sa pratique. Enfin, on conclut que l'accompagnement d'un andragogue gagne en force dans la formation des enseignants pour progresser dans l'amélioration continue de leur pratique pédagogique, renforçant, à son tour, le travail collaboratif et l'apprentissage par les pairs.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bab89c3d44ede770aad535dd54483115" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65239942,"asset_id":44752164,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65239942/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44752164"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44752164"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44752164; 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Tuvo como objetivo analizar las transformaciones en las prácticas pedagógicas de los maestros, producidas en virtud de un modelo de acompañamiento. El problema estudiado está representado en la carencia de procesos de formación y seguimiento suficientes y efectivos hacia los maestros del ciclo de primaria, reflejado en los bajos resultados en materia de aprendizajes en este nivel. Se empleó la metodología Investigación Acción Pedagógica (IAP) desde el modelo propuesto por Restrepo (2006) en tres fases: deconstrucción, reconstrucción de la práctica y validación de la efectividad de la práctica, tomando como población de estudio a los maestros de la básica primaria de una sede educativa en la ciudad de Montería (Colombia). Los resultados de este estudio develan Abstract This article systematizes scientific research results related to the value of andragogical accompaniment in the teaching exercise. Its objective was to analyze transformations in the teachers' pedagogical Volumen 05 -N° 03, Julio -Diciembre 2020 Depósito Legal N° DC2017000305/ISSN: 2542-3142 pg.98-133 to be studied in an educational setting in the city of Montería (Colombia). This study's results reveal that the teacher's representative nature is directly linked to his performance, and his beliefs, perceptions, and conceptions determine his actions in the classroom. Meanwhile, autonomy and collaboration allow him to reflect and lead the transformation of his practice. Finally, it is concluded that the accompaniment of an andragogue is essential in the training of teachers to advance in the continuous improvement of their teaching practices, strengthening in turn, collaborative work and peer learning. Keywords: pedagogical knowledge; teaching; pedagogical practices; teacher reflection; andragogy; pedagogical action research. population d'étude les enseignants de l'école primaire. d'un siège éducatif dans la ville de Montería (Colombie). Les résultats de cette étude révèlent que la nature représentative de l'enseignant est directement liée à sa performance; leurs croyances, perceptions et conceptions déterminent leurs actions en classe; Parallèlement, son autonomie et sa collaboration lui permettent de réfléchir et de mener la transformation de sa pratique. Enfin, on conclut que l'accompagnement d'un andragogue gagne en force dans la formation des enseignants pour progresser dans l'amélioration continue de leur pratique pédagogique, renforçant, à son tour, le travail collaboratif et l'apprentissage par les pairs.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7e578c5ba5abaad3b3ee4ced1f21703f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65239939,"asset_id":44752162,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65239939/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44752162"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44752162"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44752162; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="44013805"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44013805/El_liderazgo_escolar_en_las_pol%C3%ADticas_educativas_latinoamericanas"><img alt="Research paper thumbnail of El liderazgo escolar en las políticas educativas latinoamericanas" class="work-thumbnail" src="https://attachments.academia-assets.com/64348456/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44013805/El_liderazgo_escolar_en_las_pol%C3%ADticas_educativas_latinoamericanas">El liderazgo escolar en las políticas educativas latinoamericanas</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen Este artículo contiene una revisión del estado del arte sobre liderazgo escolar. Mediante...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen Este artículo contiene una revisión del estado del arte sobre liderazgo escolar. Mediante un análisis documental se analizan las tendencias en este campo a partir de las políticas educativas en Colombia, México y Chile. Los resultados del análisis demuestran la necesidad de generar políticas que consoliden el liderazgo escolar como eje vertebral de la calidad educativa, de manera consistente y sostenible, fundamentadas en la investigación científica, donde las universidades y centros de investigación jueguen un papel determinante. Palabras clave: liderazgo; directores escolares; calidad de la educación Abstract The article contains a review of the state of the art on school leadership. Through a documentary analysis, trends in this field are analyzed based on educational policies in Colombia, Mexico and Chile. The results of the analysis demonstrate the need to generate policies that consolidate school leadership as the backbone of educational quality, in a consistent, sustainable way and based on scientific research, where universities and research centers play a determining role.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0554cc5b6ac566ffe423a8928788d74a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64348456,"asset_id":44013805,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64348456/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44013805"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44013805"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44013805; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="43908639"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/43908639/_Incide_el_tiempo_en_la_calidad_educativa_Un_an%C3%A1lisis_sistem%C3%A1tico_de_la_literatura_en_Iberoam%C3%A9rica"><img alt="Research paper thumbnail of ¿Incide el tiempo en la calidad educativa?: Un análisis sistemático de la literatura en Iberoamérica" class="work-thumbnail" src="https://attachments.academia-assets.com/64232954/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/43908639/_Incide_el_tiempo_en_la_calidad_educativa_Un_an%C3%A1lisis_sistem%C3%A1tico_de_la_literatura_en_Iberoam%C3%A9rica">¿Incide el tiempo en la calidad educativa?: Un análisis sistemático de la literatura en Iberoamérica</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El presente artículo, tiene como propósito comprender y analizar la categoría de tiempo escolar y...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El presente artículo, tiene como propósito comprender y analizar la categoría de tiempo escolar y su incidencia en el aspecto social, académico, económico y político, a nivel iberoamericano. El cual aporta evidencia útil en la orientación de investigaciones que pretendan evaluar reformas educativas. A través de una revisión documental, se muestra que el uso eficiente del tiempo escolar incide en la calidad educativa, pero debe estar acompañado de otros factores sociales, pedagógicos y administrativos. Asimismo, que la efectividad del tiempo escolar está condicionada a los resultados de los estudiantes en pruebas estandarizadas, desconociendo otros elementos y actores del sistema educativo. Finalmente, es claro que si se quiere lograr la transformación del sistema, las reformas deben ser diseñadas en función del beneficio del estudiantado.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1c97948d223800f0c36d379370a3894b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":64232954,"asset_id":43908639,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/64232954/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43908639"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43908639"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43908639; 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Evaluación de programas TIC, realizada con el objetivo de identificar los resultados de la política en referencia, implementada en el sistema educativo de República Dominicana. Para lo anterior, se di-señó una metodología mixta, basada en el modelo Context, Inputs, Process & Product (CIPP), desde las siguientes variables, competencias digitales, mejoramiento de los aprendizajes, enseñanza, comunidades de aprendizaje y gestión de los centros. En este contexto, este artículo hace énfasis en el estado del arte de la investigación, enfocando las categorías teóricas, competencias digitales e investigación evaluativa, y su aporte a las políticas educativas en América Latina. Se puede destacar como conclusión clave del estudio la tendencia en Latinoamérica por articular estas competencias digitales en los procesos educativos contem-poráneos, centrando su ejercicio en el mejoramiento de las condiciones de acceso a los recursos, la infor-mación y la comunicación, con vínculo de todos los actores que integran el sistema, pero con limitaciones importantes en materia de formación y acompañamiento a los mismos. Palabras clave Competencias digitales; investigación evaluativa; evaluación de políticas educativas; calidad de la edu-cación. Abstract This article is part of the Research Results of the Digital Republic (RD) Program-Digital Education. Evaluation of ICT programs carried out to identify the results of the policy implemented in the Republica Do-minicana education system. For the above, a mixed methodology was designed, based on the Context, Inputs, Process & Product (CIPP) model, from the variables: digital competencies, improvement of learning, teach-1 Doctor en Educación. Master en Educación. Director Investigación Instituto Superior de Formación Docente Salomé Ureña (ISFODOSU). Santo Domingo, República Dominicana. Correo electrónico <a href="mailto:vladimir.figueroa@isfodosu.edu.do" rel="nofollow">vladimir.figueroa@isfodosu.edu.do</a>. ORCID iD: <a href="https://orcid.org/0000-0003-0944-3572" rel="nofollow">https://orcid.org/0000-0003-0944-3572</a> 2 Doctor en Ciencias de la Educación. Magíster en Educación. Instituto Superior de Formación Docente Salomé Ureña (ISFODOSU).Santo Domingo, República Dominicana. Correo electrónico <a href="mailto:amontes20@gmail.com" rel="nofollow">amontes20@gmail.com</a>. ORCID iD: <a href="https://orcid.org/0000-0002-7168-6295" rel="nofollow">https://orcid.org/0000-0002-7168-6295</a>. 3 Doctora en Educación. Master en Educación. Docente en educación digital de las universidades UNIR e UEM. Madrid, España Correo electrónico: <a href="mailto:ana.rodriguez@unir.net" rel="nofollow">ana.rodriguez@unir.net</a>. ORCID iD: <a href="https://orcid.org/0000-0002-7533-609X" rel="nofollow">https://orcid.org/0000-0002-7533-609X</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="757477f6c7e546b166e597fcba658527" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":63645669,"asset_id":43357180,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/63645669/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="43357180"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="43357180"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43357180; 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Introducción 2. Marco teórico 3. Metodología 4. Resultados de la investigación 5. Conclusiones...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">1. Introducción 2. Marco teórico 3. Metodología 4. Resultados de la investigación 5. Conclusiones Bibliografía</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="7d35ea2acd09ee2531462f2a0ddd6039" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61883186,"asset_id":41724495,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61883186/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41724495"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41724495"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41724495; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41724473"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41724473/Enfoque_de_la_evaluaci%C3%B3n_en_la_Educaci%C3%B3n_B%C3%A1sica_y_Media_en_la_regi%C3%B3n_Caribe_Colombiano_Tendencias_y_realidades"><img alt="Research paper thumbnail of Enfoque de la evaluación en la Educación Básica y Media en la región Caribe Colombiano. Tendencias y realidades" class="work-thumbnail" src="https://attachments.academia-assets.com/61883164/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41724473/Enfoque_de_la_evaluaci%C3%B3n_en_la_Educaci%C3%B3n_B%C3%A1sica_y_Media_en_la_regi%C3%B3n_Caribe_Colombiano_Tendencias_y_realidades">Enfoque de la evaluación en la Educación Básica y Media en la región Caribe Colombiano. Tendencias y realidades</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Este artículo presenta los resultados de la Investigación: enfoques de la evaluación de los apren...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Este artículo presenta los resultados de la Investigación: enfoques de la evaluación de los aprendizajes en las políticas de calidad de la educación Básica y Media en Colombia; donde se analizaron los enfoques, concepciones y apuestas de la evaluación en el marco de los procesos de estandarización de competencias que caracteriza el sistema educativo colombiano, además de ello se estudiaron las percepciones sobre este desarrollo que tienen los maestros de una región del país (Montería-Córdoba). La metodología empleada fue el análisis de contenido cualitativo. Los resultados más importantes destacan el desarrollo evidente de un modelo de evaluación sumativa, con tendencia a la medición estandarizada de los aprendizajes. Palabras clave: Política educativa, Evaluación, Estandarización; Calidad educativa.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0caeb1146711819c49ee2ddebd056b40" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61883164,"asset_id":41724473,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61883164/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41724473"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41724473"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41724473; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41724473]").text(description); $(".js-view-count[data-work-id=41724473]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41724473; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='41724473']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0caeb1146711819c49ee2ddebd056b40" } } $('.js-work-strip[data-work-id=41724473]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41724473,"title":"Enfoque de la evaluación en la Educación Básica y Media en la región Caribe Colombiano. 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Palabras clave: Calidad de la educación, Enfoques de calidad, Do-cencia, Política educativa.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1b4066fa65c219e22c69b16afdb2d53c" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61859671,"asset_id":41700939,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61859671/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41700939"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41700939"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41700939; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1b4066fa65c219e22c69b16afdb2d53c" } } $('.js-work-strip[data-work-id=41700939]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":41700939,"title":"POLÍTICAS DE CALIDAD DE LA EDUCACIÓN EN IBEROAMÉRICA","internal_url":"https://www.academia.edu/41700939/POL%C3%8DTICAS_DE_CALIDAD_DE_LA_EDUCACI%C3%93N_EN_IBEROAM%C3%89RICA","owner_id":101674907,"coauthors_can_edit":true,"owner":{"id":101674907,"first_name":"Alexander Javier Montes","middle_initials":null,"last_name":"Miranda","page_name":"AlexanderJavierMontesMiranda","domain_name":"independent","created_at":"2019-02-04T16:16:37.094-08:00","display_name":"Alexander Javier Montes Miranda","url":"https://independent.academia.edu/AlexanderJavierMontesMiranda"},"attachments":[{"id":61859671,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61859671/thumbnails/1.jpg","file_name":"document_120200122-124068-hrkfbr.pdf","download_url":"https://www.academia.edu/attachments/61859671/download_file","bulk_download_file_name":"POLITICAS_DE_CALIDAD_DE_LA_EDUCACION_EN.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61859671/document_120200122-124068-hrkfbr-libre.pdf?1579698497=\u0026response-content-disposition=attachment%3B+filename%3DPOLITICAS_DE_CALIDAD_DE_LA_EDUCACION_EN.pdf\u0026Expires=1740170845\u0026Signature=IRmN2thCPtyOrgoN0KyWJuhqT6koK64U9Hd3xFYWjaLqXz~45DNef5EAAHrwxxKhtSXGDmJ4oP3yM99ZtfYSKhVt3TIgJv7Tt8qETvz-FlHuoz8u2yk0paqt2PlSqtv-oFEz7K1kxFyKImtjhy80wIF7tZlFhgTEBLbJU9LyeBz5DpsFJsz4j473PFOz33JTL8GPPJlI4EUOC25Sm0K-lafpsREk9ALzJUDOMErtlR5KQZF9CCJIKbWl9jKaFMP7H4hbiDnIgvQzRKDbyyVfb8zcfrx-JZViRWNWic3CuxVMKd87fgmVRMgYloMMROMHyfyc5fTHR5sEnoaBtVsdjw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41700918"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41700918/LA_EDUCACI%C3%93N_T%C3%89CNICA_UNA_REFLEXI%C3%93N_ENTRE_LA_CALIDAD_Y_LA_REALIDAD_DE_LA_OFERTA_EN_COLOMBIA_TECHNICAL_EDUCATION_A_REFLECTION_BETWEEN_THE_QUALITY_AND_REALITY_OF_SUPPLY_IN_COLOMBIA"><img alt="Research paper thumbnail of LA EDUCACIÓN TÉCNICA: UNA REFLEXIÓN ENTRE LA CALIDAD Y LA REALIDAD DE LA OFERTA EN COLOMBIA TECHNICAL EDUCATION: A REFLECTION BETWEEN THE QUALITY AND REALITY OF SUPPLY IN COLOMBIA" class="work-thumbnail" src="https://attachments.academia-assets.com/61859651/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41700918/LA_EDUCACI%C3%93N_T%C3%89CNICA_UNA_REFLEXI%C3%93N_ENTRE_LA_CALIDAD_Y_LA_REALIDAD_DE_LA_OFERTA_EN_COLOMBIA_TECHNICAL_EDUCATION_A_REFLECTION_BETWEEN_THE_QUALITY_AND_REALITY_OF_SUPPLY_IN_COLOMBIA">LA EDUCACIÓN TÉCNICA: UNA REFLEXIÓN ENTRE LA CALIDAD Y LA REALIDAD DE LA OFERTA EN COLOMBIA TECHNICAL EDUCATION: A REFLECTION BETWEEN THE QUALITY AND REALITY OF SUPPLY IN COLOMBIA</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/AlexanderJavierMontesMiranda">Alexander Javier Montes Miranda</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/LilianaManningBula">Liliana Manning Bula</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">RESUMEN El presente artículo presenta una reflexión sobre el problema de la calidad en la educaci...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">RESUMEN El presente artículo presenta una reflexión sobre el problema de la calidad en la educación para el trabajo y el desarrollo humano desde los contextos latinoamericano y colombiano. De este modo, el documento comprende una revisión sobre el estado del arte de la investigación en la educación técnica, en contraste con la realidad de la oferta en Colombia, lo que demanda interés especial de la investigación educativa en el país, dadas las deficiencias sustanciales y la robusta cobertura que se atiende, sin contar los problemas de control gubernamental, aspectos que han influido en la percepción negativa que se tiene de esta modalidad educativa. ABSTRACT This article presents a reflection on the issue of quality in education for work and human development from Latin American and Colombian contexts, thus, the document includes a review of the state of the art of research in technical education, in contrast to the reality of supply in Colombia, which requires a special interest in educational research in the country, given the substantial deficiencies and robust coverage served, without government control problems, issues that have influenced the negative perception people have of this type of education.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b74b80bc235a0d7d1d52cd3072f8daaf" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61859651,"asset_id":41700918,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61859651/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41700918"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41700918"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41700918; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41660436"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41660436/DESARROLLO_DEL_CURR%C3%8DCULO_EN_EDUCACI%C3%93N_B%C3%81SICA_EN_COLOMBIA_1994_2017_"><img alt="Research paper thumbnail of DESARROLLO DEL CURRÍCULO EN EDUCACIÓN BÁSICA EN COLOMBIA (1994- 2017)" class="work-thumbnail" src="https://attachments.academia-assets.com/61814520/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41660436/DESARROLLO_DEL_CURR%C3%8DCULO_EN_EDUCACI%C3%93N_B%C3%81SICA_EN_COLOMBIA_1994_2017_">DESARROLLO DEL CURRÍCULO EN EDUCACIÓN BÁSICA EN COLOMBIA (1994- 2017)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Este artículo, da cuenta de los resultados de la Investigación sobre el Desarrollo del currículo ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Este artículo, da cuenta de los resultados de la Investigación sobre el Desarrollo del currículo en educación básica en Colombia (1994- 2017), cuyo objetivo fue definir la relación que existe entre los resultados de evaluaciones externas de los aprendizajes de los estudiantes con las políticas de orientación curricular en la educación básica en dicho periodo: se utilizó un diseño de investigación tipo Ex Post Facto, que integró una fase preliminar cualitativa (análisis de contenido) y una cuantitativa de carácter correlacional. Dentro de los resultados más relevantes se destaca la comprensión de una política de calidad educativa generada a partir de un proceso cíclico, donde el currículo y la evaluación giran alrededor de los estándares de competencias, así como también se hacen visibles deficiencias estructurales y con poco progreso a nivel de resultados de evaluaciones en las escuelas, lo que implica la necesidad de mayores esfuerzos en esta materia, desde la construcción de la política educativa nacional y las reflexiones y planes institucionales.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b5b24067a1dfa724cda2c40832f85586" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61814520,"asset_id":41660436,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61814520/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41660436"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41660436"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41660436; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41660408"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41660408/Miradas_sobre_la_calidad_de_la_educaci%C3%B3n_b%C3%A1sica_en_Iberoam%C3%A9rica_Visiones_de_Espa%C3%B1a_y_Colombia"><img alt="Research paper thumbnail of Miradas sobre la calidad de la educación básica en Iberoamérica: Visiones de España y Colombia" class="work-thumbnail" src="https://attachments.academia-assets.com/61814487/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41660408/Miradas_sobre_la_calidad_de_la_educaci%C3%B3n_b%C3%A1sica_en_Iberoam%C3%A9rica_Visiones_de_Espa%C3%B1a_y_Colombia">Miradas sobre la calidad de la educación básica en Iberoamérica: Visiones de España y Colombia</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">La educación básica es la encargada de consolidar las estructuras del sistema educativo. En gran ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">La educación básica es la encargada<br />de consolidar las estructuras del sistema<br />educativo. En gran parte del mundo los<br />países han hecho esfuerzos importantes<br />en materia de cobertura y en mayor medida aquellos orientados a mejorar su calidad. No obstante, cada vez más la calidad<br />de la educación viene haciendo protagonista en los debates en este campo, desde<br />los enfoques de desarrollo social y económico especialmente. De este modo, el presente artículo de investigación muestra la<br />relación de dichas políticas en España y<br />Colombia, como una forma de reconocer<br />elementos comunes y divergentes. El texto hace parte del proyecto de una amplia<br />investigación titulada políticas de calidad<br />de la educación básica primaria en Colombia (1994 – 2015) y utiliza como horizonte metodológico el paradigma cualitativo. Los resultados revelan que la calidad<br />de la educación es un concepto asociado<br />a las metas de aprendizaje, que desde el<br />modelo de competencias se traduce en<br />lo que se espera deba saber y saber hacer<br />un estudiante luego de su escolaridad, lo<br />cual debe ser evaluado a nivel interno y<br />externo.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3edb31725dff1dcd561162a792e644fd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61814487,"asset_id":41660408,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61814487/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41660408"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41660408"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41660408; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="41660392"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/41660392/Definici%C3%B3n_de_un_enfoque_de_ense%C3%B1anza_de_la_lectura_y_la_escritura_en_el_proceso_de_transici%C3%B3n_de_la_educaci%C3%B3n_preescolar_a_la_b%C3%A1sica"><img alt="Research paper thumbnail of Definición de un enfoque de enseñanza de la lectura y la escritura en el proceso de transición de la educación preescolar a la básica." class="work-thumbnail" src="https://attachments.academia-assets.com/61814467/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/41660392/Definici%C3%B3n_de_un_enfoque_de_ense%C3%B1anza_de_la_lectura_y_la_escritura_en_el_proceso_de_transici%C3%B3n_de_la_educaci%C3%B3n_preescolar_a_la_b%C3%A1sica">Definición de un enfoque de enseñanza de la lectura y la escritura en el proceso de transición de la educación preescolar a la básica.</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">RESUMEN El presente documento muestra los resultados de una investigación con el propósito de def...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">RESUMEN El presente documento muestra los resultados de una investigación con el propósito de definir un enfoque de enseñanza y de aprendizaje de la lectura y la escritura en el proceso de transición de la educación preescolar a la básica, en el Colegio Asodesi de la ciudad de Montería-Córdoba. Esta experiencia forma parte de la investigación "Los proyectos de aula: una experiencia de investigación acción en la enseñanza del lenguaje en la escuela", orientada teóricamente desde el estudio de diversos enfoques de enseñanza de la lectura y la escritura inicial, con una metodología cualitativa (IA), mediante la conformación de un grupo de estudio trabajo (GET) dentro del cual los docentes reflexionan sobre sus prácticas pedagógicas con el propósito de mejorarlas y transformarlas. Como principales resultados se encuentran la definición de un enfoque global de enseñanza de la lectura y la escritura articulado con las metas de formación propuestas en los proyectos de aula en los niveles de básica y media, y el desarrollo de competencias en la comprensión y producción textual. Palabras clave: Enfoque de enseñanza, lectura y escritura, GET, prácticas pedagógicas. ABSTRACT This paper shows the results of a research exercise in order to define an approach of reading and writing's teaching and learning in the process from preparatory to primary education in Asodesi's school in the city of Monteria-Córdoba. This experience is a part of the investigation "classroom projects: an experience of action research in language teaching at school", theoretically oriented from the study of various approaches about teaching reading and writing early, with a qualitative methodology (IA), by forming a study group work (SGW), within which teachers reflect on their teaching practices, in order to improve and transform them. The main results are: the definition of a comprehensive approach of teaching reading and writing, linked to the goals of training offered in classroom projects in primary and secondary levels and the development of skills incomprehension and textual production.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="aff73391bc3f87095b44989f7dbddf1a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61814467,"asset_id":41660392,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61814467/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41660392"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41660392"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41660392; 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El caso de Montería, Córdoba, la cual tiene como objetivo principal determinar los aportes que ha hecho a la formación del profesorado la normatividad educativa colombiana en el periodo comprendido entre 1994 y 2015. La investigación empleó una metodología cualitativa para el análisis de contenido, considerando categorías relacionadas con lo pedagógico y lo disciplinar como niveles diferentes de dicho aporte. Los resultados dan cuenta de las concepciones y los mecanismos desde los cuales la política educativa nacional ha comprendido este proceso en el marco de la calidad de la educación en dos niveles: formación inicial de los docentes y formación de docentes en ejercicio.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ba3b8aa176eaa17340ec91e5d730dc4e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":61814448,"asset_id":41660377,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/61814448/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="41660377"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="41660377"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41660377; 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El caso de Montería" class="work-thumbnail" src="https://attachments.academia-assets.com/106818803/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/108433866/Or%C3%ADgenes_de_la_formaci%C3%B3n_laboral_en_el_Caribe_colombiano_condiciones_y_concepciones_El_caso_de_Monter%C3%ADa">Orígenes de la formación laboral en el Caribe colombiano, condiciones y concepciones. El caso de Montería</a></div><div class="wp-workCard_item"><span>Zona proxima</span><span>, May 19, 2022</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ingEniEro dE sistEMas. MagístEr En Educación. univErsidad dE córdoba dirEctora instituto tEcnoLóg...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ingEniEro dE sistEMas. MagístEr En Educación. univErsidad dE córdoba dirEctora instituto tEcnoLógico san agustín (MontEríacórdoba</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1046ab2d949cf5a90dba9357fb21f299" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106818803,"asset_id":108433866,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106818803/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108433866"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108433866"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108433866; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=108433866]").text(description); $(".js-view-count[data-work-id=108433866]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 108433866; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='108433866']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1046ab2d949cf5a90dba9357fb21f299" } } $('.js-work-strip[data-work-id=108433866]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":108433866,"title":"Orígenes de la formación laboral en el Caribe colombiano, condiciones y concepciones. 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Del mismo modo, frente al concepto de calidad de la educación, fundamentalmente en la básica primaria, en el cual se hace un énfasis especial a los estudios que ponen en el centro de este problema al rol del maestro y su práctica educativa; finalmente se analizan los factores desde los cuales se han pensado las políticas educativas en Latinoamérica en la materia, en definitiva, el texto define los enfoques desde los cuales comprenderá cada categoría, puestos de relieve en la revisión teórica, de modo que se proponen aproximaciones teóricas sobre las categorías del estudio.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3c282565d3b78f9df926fe2e18a7ac4e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":106818785,"asset_id":108433865,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/106818785/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="108433865"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="108433865"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 108433865; 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MagístEr En Educación. univErsidad dE córdoba dirEctora instituto tEcnoLóg...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">ingEniEro dE sistEMas. 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