Efectividad de la maestría en gestión de centros educativos en la gestión de Comunidades de Práctica Educativa (CPE)
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Date
Subject
pedagogical practice
Dominican Republic
educational management
and education and training
práctica pedagógica
República Dominicana
gestión educacional
enseñanza y formación
Dominican Republic
educational management
and education and training
práctica pedagógica
República Dominicana
gestión educacional
enseñanza y formación
Language:
Journal Title
Journal ISSN
Volume Title
Publisher
Instituto Tecnológico de Santo Domingo (INTEC)
El estudio estuvo enfocado en determinar la efectividad de la Maestría en Gestión de Centros Educativos en la gestión de Comunidades de Práctica Educativa (CPE). Se desarrolló bajo un enfoque socio-crítico y cualitativo, apoyado en la aplicación de cuestionarios y el desarrollo de entrevistas y grupos focales para la recogida de información. En el mismo se consideraron de forma intencional 70 directores de centros educativos de Jornada Escolar Extendida de sectores urbanos de la ciudad de Santo Domingo, República Dominicana. El hallazgo principal se evidenció en la brecha cognitiva manifestada por los participantes entre la teoría y la praxis: hay manejo de la información teórica, pero no hay evidencias de su utilización en la práctica. Además, hay condicionantes del contexto que limitan el logro de dichas comunidades en escuelas de jornada extendida: sobrepoblación estudiantil, la falta de espacio físico, personal docente y habilidades administrativas para un manejo eficiente del tiempo.
The study focused on determining the effectiveness of the Master in Management of Educational Centers in the management of Professional Learning Communities (PLC). It was developed under a socio-critical and qualitative approach, supported by the application of questionnaires and the development of interviews and focus groups for the collection of information. It was intentionally considered 70 directors of Schools of Extended School Day in urban areas of the city of Santo Domingo, Dominican Republic, in order to verify the quality of the contributions of the Master in the management of Professional Learning Communities (PLC). The main finding was evidenced in the cognitive gap manifested by the participants between theory and praxis: there is management of theoretical information, but there is no evidence of its use in practice. In addition, there are context factors that affect the achievement of these communities in schools of extended day: student overpopulation, lack of school space, teaching staff and administrative skills for an effective use of time.
The study focused on determining the effectiveness of the Master in Management of Educational Centers in the management of Professional Learning Communities (PLC). It was developed under a socio-critical and qualitative approach, supported by the application of questionnaires and the development of interviews and focus groups for the collection of information. It was intentionally considered 70 directors of Schools of Extended School Day in urban areas of the city of Santo Domingo, Dominican Republic, in order to verify the quality of the contributions of the Master in the management of Professional Learning Communities (PLC). The main finding was evidenced in the cognitive gap manifested by the participants between theory and praxis: there is management of theoretical information, but there is no evidence of its use in practice. In addition, there are context factors that affect the achievement of these communities in schools of extended day: student overpopulation, lack of school space, teaching staff and administrative skills for an effective use of time.
Description
Type
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Artículo evaluador por pares
info:eu-repo/semantics/publishedVersion
Artículo evaluador por pares
Source
Science and Education; Vol. 2 No. 1 (2018): Ciencia y Educación; 27-36
Ciencia y Educación; Vol. 2 Núm. 1 (2018): Ciencia y Educación; 27-36
2613-8808
2613-8794
10.22206/cyed.2018.v2i1
Ciencia y Educación; Vol. 2 Núm. 1 (2018): Ciencia y Educación; 27-36
2613-8808
2613-8794
10.22206/cyed.2018.v2i1