Participación pedagógica, comunitaria y social del profesorado de primaria en cuatro municipios de Chihuahua, México
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Date
Subject
Teacher participation
Community participation
Social participation
Primary school teacher
participación del profesor
participación comunitaria
participación social
docente de escuela primaria
Community participation
Social participation
Primary school teacher
participación del profesor
participación comunitaria
participación social
docente de escuela primaria
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Journal Title
Journal ISSN
Volume Title
Publisher
Instituto Tecnológico de Santo Domingo (INTEC)
Este artículo trata sobre la participación pedagógica, comunitaria y social del profesorado de primaria y los motivos por los que participan en actividades y proyectos. El estudio es descriptivo basado en métodos mixtos, con una estrategia secuencial explicativa. Para este, se aplicó un cuestionario a una muestra de 800 maestros y 1,131 maestras en cuatro municipios de Chihuahua, México; además de realizarse dos grupos focales. Se encontró que uno de cada diez docentes manifiesta un alto nivel de participación en actividades escolares y en proyectos pedagógicos, no así en proyectos comunitarios y sociales. El profesorado hace alusión a la mejora de la calidad educativa o de los aprendizajes como los principales motivos por los que participan. Finalmente, se identificaron estrategias implementadas por los colectivos para promover la participación, como la libertad para expresar ideas y el apoyo y acompañamiento de los integrantes que favorecen el logro de objetivos.
This article is about the pedagogical, community and social participation of primary school teachers and the reasons why they participate in activities and projects. The study is descriptive based on a mixed methods study, with an explanatory sequential strategy. A questionnaire was applied to a sample of 800 teachers and 1,131 teachers in four municipalities of Chihuahua, Mexico. In addition, two focus groups were held. It was found that one in ten teachers shows a high level of participation in school activities and pedagogical projects, but not in community and social projects. Teachers allude to the improvement of educational quality or learning as the main reasons why they participate. Finally, strategies implemented by the collectives to promote participation were identified, such as the freedom to express ideas and the support and accompaniment of the members to favor the achievement of objectives.
This article is about the pedagogical, community and social participation of primary school teachers and the reasons why they participate in activities and projects. The study is descriptive based on a mixed methods study, with an explanatory sequential strategy. A questionnaire was applied to a sample of 800 teachers and 1,131 teachers in four municipalities of Chihuahua, Mexico. In addition, two focus groups were held. It was found that one in ten teachers shows a high level of participation in school activities and pedagogical projects, but not in community and social projects. Teachers allude to the improvement of educational quality or learning as the main reasons why they participate. Finally, strategies implemented by the collectives to promote participation were identified, such as the freedom to express ideas and the support and accompaniment of the members to favor the achievement of objectives.
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info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Items evaluated by peers
Artículos evaluado por pares
info:eu-repo/semantics/publishedVersion
Items evaluated by peers
Artículos evaluado por pares
Source
Science and Education; Vol. 5 No. 1 (2021): Science and Education; 95-112
Ciencia y Educación; Vol. 5 Núm. 1 (2021): Ciencia y Educación; 95-112
2613-8808
2613-8794
10.22206/cyed.2021.v5i1
Ciencia y Educación; Vol. 5 Núm. 1 (2021): Ciencia y Educación; 95-112
2613-8808
2613-8794
10.22206/cyed.2021.v5i1