Plan de acompañamiento pedagógico de evaluación de los aprendizajes de la escuela de Educación Básica Vicente Rocafuerte

Abstract

The teaching accompaniment plan allows the mastery of curricular contents and didactic mediations for learning. Thus, Minez (2013) defines it as the process of helping teachers to advance the quality of their educational practices, in educational institutions and from the daily assessment of their practice in order to obtain better performance scores. In the same sense, the accompaniment comes to be considered a pedagogical resource, in which the teacher is provided with skills to improve the practice that will respond to the achievement of educational objectives that give rise to reflection and bidirectional feedback. The objective of this work was to design a teacher accompaniment plan to help teachers in the advancement of the quality of their educational practices, in educational institutions. It was a phenomenological study whose objectives are the capture and compilation of information through observation, interview and focus group. The methodology for collecting information is more flexible and the testing of the hypothesis is not based on statistical methods. The results were that several shortcomings in the evaluation of learning were evidenced since teachers do not have a culture of evaluation and their evaluation instruments are traditional. As part of this work, the teacher accompaniment plan was obtained that will be applied from 2022-2024 in the Vicente Rocafuerte educational unit.