Plan de desarrollo profesional institucional: Fortalecimiento de los estándares de calidad de desarrollo profesional docente en la Escuela de Educación Básica Julio Abad Chica (Cuenca-Azuay-Ecuador)

Abstract

Teacher professional development is a spiral process that drives the ongoing update of pedagogical knowledge and skills. The training plan, a key instrument of school and administrative management, ensures educational quality through continuous training strategies. However, neglecting staff training needs, limited self-training habits, and inadequate collaborative work impact the teaching-learning process. The study aims to enhance the results of quality standards related to professional development that contribute to educational quality at Julio Abad Chica School. The research is framed within the interpretive paradigm and adopts a descriptive qualitative approach. The case study method is employed, as it seeks to interpret the reality of institutional training and educational quality from the perspective of the stakeholders involved. Results analysis was conducted through categorization and triangulation. Findings reveal weaknesses in meeting the standards of the professional development component, attributable to the low commitment of the management team in promoting ongoing teacher training. Finally, a professional development plan tailored to the institutional reality is proposed as a means of improving teacher and administrative performance, particularly in strengthening pedagogical leadership.