Diseño de un plan de acompañamiento a Docentes-Líderes para la Planificación Simultánea como Elemento Fundamental de Calidad Educativa

Abstract

This research project starts from a diagnosis of the one-teacher schools of Circuit 03 of District 01D05 Nabón-Oña, with the aim of preparing a proposal for pedagogical support from the perspective of educational advice using the simultaneous planning strategy. Circuit 03 of District 01D05 Nabón-Oña is made up of six single-teacher institutions, with a coverage of sixty-five students in different grades and sublevels of basic general education. The diagnosis establishes that there are academic deficiencies in the following aspects; training of teaching leaders, management of the curriculum, development of simultaneous planning, in the processes of organization of content, distribution and disaggregation of skills, use of methodological strategies, use of techniques and assessment instruments that allow the development of authentic learning in the students. All this reality is evidenced in the gaps observed in children's learning. This research allows establishing paths for the preparation of a proposal for accompaniment in simultaneous micro-planning through the support of external experts who validate the proposal based on the results and findings found. Their recommendations make it possible to improve the proposal in such a way that it adjusts to the problems identified in the population under study. To do this, we start with the research question that delimits the field of action, the methodology to be developed, the theoretical foundations that reinforce the analysis of the present proposal and enrich the interpretations of results and culminate in the proposal presented. The methodology used is based on participatory action research and descriptive research with a mixed approach. The application of diagnostic instruments such as interviews, bibliographic documentary analysis that supports the research proposal, planning of leading teachers, records of learning results, as well as participant observations and application of diagnostic tests to students of average sublevel, leads to the comparative analysis that allows us to visualize the existing problems and the elaboration of proposals that help improve learning management through the teaching support plan for simultaneous micro-planning.