PEM. Revista de Didáctica, Evaluación e Innovación
Director Dr. Carlos Alberto Muñoz Sánchez Académico Universidad Andrés Bello &nbsp; Editor General Dr. Eliseo Lara Órdenes Académico Universidad Andrés Bello &nbsp; Comité Editorial Dra. Margot Recabarren Herrera Académica Universidad Andrés Bello Dr. Marcelo González Orb Académico Universidad Andrés Bello Dr. Miguel Vera Sánchez Académico Universidad Andrés Bello Dra. Raquel Villalobos Lara Académica Universidad Andrés Bello Dra. Evelyn Cordero Roldán Académica Universidad Andrés Bello Doctorante Segundo Muñoz Sánchez Académico Universidad Andrés Bello Doctorante Carlos Lueiza Muñoz Académico Universidad Andrés Bello Doctorante Cecilia Rojas Olguín Académica Universidad Andrés Bello Dra. Magdalena Vargas Claros Directora CIIEDUC. Académica Universidad Andrés Bello. Mg. Sergio Pedrero Concha Académico Universidad Andrés Bello Mg. Manuel Lobos González Académico Universidad Andrés Bello Mg. Ana Karina Virán López Académica Universidad Andrés Bello &nbsp; Comité Científico Nacional Dr. Juan Carlos Oyanedel Director Doctorado de Educación y Sociedad Universidad Andrés Bello Dra. Damarys Roy Sadradín Directora Magister en Docencia para la Educación Superior Universidad Andrés Bello Dra. Eliana Schmitt Bernal Directora Magíster en Desarrollo Curricular y Proyectos Educativos Universidad Andrés Bello Dra. Cecilia Marambio Carrasco Académica Universidad Andrés Bello Dr. Juan Fuentes Vera Académico Universidad Central de Chile Dr. Guillermo Mieres Sepúlveda Académico Universidad Andrés Bello &nbsp; Comité Científico Internacional Dr.Cs. Orlando Valera Alfonso Ph.D. Licenciado en Psicología Doctor en Ciencias Pedagógicas (PhD) Doctor en Ciencias (Dr. Cs.). Investigador Profesor y Consultor Titular Asesor Internacional. Cuba y México Dr. Sixto Jiménez Vielsa Rector de Universidad Pedagógica del Caribe (UPCARIBE) Coordinador del proyecto integral para el mejoramiento de la calidad educativa, Cuba y México Dra. Sahara Blanco Hernández Universidad de La Habana, Cuba Especialista en Didáctica, tareas de aprendizaje y Educación a Distancia Dr. Alexis Torres Alonso Universidad Agraria de La Habana, Cuba Miembro de la Junta Nacional de Acreditación y Evaluación de la Reública de Cuba Especialista en TIC Dr. Mauro Alberto Ramos Moreno Universidad de Guadalajara, México Exdirector del Programa de Maestría en Educación Especialista en Didáctica de las Ciencias Dra. Ruth Elena Quiroz Directora del Doctorado en Educación Universidad de Antioquia, Colombia Dr. José Eduardo Pardo Valenzuela Director de Pedagogía de la Universidad Santo Tomás de Tunja &nbsp; Asesor Tecnólogico Rodrigo Eduardo Ortiz Yañez Ingeniero en Informática Analista de Sistemas Computacionales
Entrevista al Director Jorge Leiva Torres
Copyright (c) 2025 PEM. Revista de Didáctica, Evaluación e Innovación https://creativecommons.org/licenses/by-nc/4.0
Teachers’ perspectives on icts and their impact on reading comprehension in secondary education
The development of reading comprehension is an important issue for teaching-learning processes at all levels of education, not only locally or nationally, but also globally. Reading comprehension is crucial for students› professional and cultural deve-lopment. This essay explores teachers› views on the use of ICTs and their impact on reading comprehension. This is the partial result of an ongoing research project in Inzá-Cauca (Colombia). The objective is to determine the contribution of learning environments mediated by the TOMI Digital platform and the TOMI 8 device to the development of reading comprehension among secondary school students at the Santa Teresita del Niño Jesús Secondary School. A survey of 22 teachers revealed a lack of technological means and resources, insufficient teacher training in the use of ICTs, which are considered facilitating tools but are not essential, and teachers are unfamiliar with literacy platforms. Research is also identifying links between ICTs and reading comprehension, having a moderate impact on teaching-learning processes in Cauca.
Strengthening reading and writing in elementary education through didac-tic strategies based on colombian stories and tal
This article stems from the scientific problem identified by the question: How to strengthen the reading and writing processes in fourth and fifth-grade students of Primary Basic Education at the El Boquerón Educational Institution, Cauca, Colombia? The research showed a lack of interest in reading, insufficiencies in locating main ideas, an inability to construct meaning, inconsistencies in textual construction, and teachers who do not sufficiently motivate reading and writing, all of which negatively impact the ability to comprehend and construct text. There is also a lack of family support, affecting academic performance and cognitive development. The research revealed an opportunity for improvement, based on the preference of students (72%) and teachers (67%) for Colombian stories and tales. The intervention proposal titled "I tell a story and the more I tell, the more I understand" in the form of a strategy seeks to use culturally relevant narrative as a bridge to transform literacy into a meaningful and motivating process. It is based on a constructivist approach that encourages interaction, dialogue, and aesthetic enjoyment, positioning local and national narrative as an ideal tool to reconnect students with written language and enhance their cognitive and cultural development.
Design and evaluation of digital platforms for teaching mathematics to students with ASD and ADHD
This study explores the design and evaluation of an e-learning platform for the education of students with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) in mathematics. The platform integrates accessibility, gamification, and adaptive learning for overcoming cognitive, emotional, and sensory challenges. A mixed-methods design was employed, including pre- and post-intervention measurements, observation, and feedback from students, teachers, and parents. Results were impressive: mathematics performance averaged 30% higher, students were correctly answering problems in larger numbers. Interactive and graphical presentation of the platform reduced stress and frustration, as reported by 71% of the students who exhibited positive affect for mathematics activities following treatment. Gamification elements substantially enhanced motivation, particularly for ADHD students, with an 80% engagement rate for instant feedback. ASD students benefited from highly structured, predictable interfaces, with a 65% reduction in anxiety incidents.
Redefining teacher mentoring: a methodological design proposal that pro-motes improved practices through pedagogical and curricular manage-ment
This article proposes redefining teacher mentoring, positioning it as a strategic axis for driving the paradigm shift required for educational improvement. The research offers a critical view of the current model and challenges school leaders to cha-llenge their practices, considering the challenges of pedagogy for the 21st century and the systemic transformations facing teachers. The central question guiding the study is: Is the current teacher mentoring model sufficient to promote real impro-vements in pedagogical practices and curriculum management? Using a qualitative approach, the research was conducted in a technical-professional school, incorporating instruments validated by experts and applied to 36 teachers and 978 stu-dents. The methodological design is structured in progressive phases of diagnosis, intervention, and evaluation, allowing for a systematic analysis of pedagogical practices and guiding evidence-based decision-making (MINEDUC, 2023; Benavides & Manzano, 2019). The results show a significant appreciation of mentoring as a catalyst for improving planning, implementing active methodologies, and developing key competencies in students (Afzal, 2021; Darling-Hammond & Oakes, 2019).However, significant challenges also emerge regarding the collaborative work culture. A mentoring model is proposed that positions the Pedagogical Technical Unit as the coordinating core of training processes, promoting distributed leadership (Rincón-Gallardo, 2023), and redefining mentoring as a transformative strategy, going beyond traditional control and super-vision (Fullan & Hargreaves, 2021).
Teaching practices and reconstruction of pedagogical intervention based on classroom support models in rural and urban educational institutions in four regions of Colombia
This article presents the main findings of a research focused on the characterization of pedagogical practices in rural and urban contexts, as well as the analysis of pedagogical mentoring as a strategy for teacher professional development. Based on an interpretive qualitative approach, a multiple-case study was conducted in various regions of Colombia, using inter-views, focus groups, and participant observation as the main techniques. The results show that teaching practices are deeply determined by territorial and sociocultural conditions, and that mentoring is effective when implemented from a horizontal, situated, and collaborative perspective. The role of mentoring in redefining teacher identity, strengthening professional au-tonomy, and generating learning communities is highlighted. The research concludes that pedagogical mentoring should be assumed as a structural public policy, articulated with teacher professional development and oriented toward educational justice.
Interview. Mg. Gerardo Aurelio Quiroz Cerda
Collaborative Plan for Integral Education: An Innovative Proposal for the Camiña High School in Tarapacá
The pedagogical and curricular proposal presented in this article was aimed at improving the pedagogical practices and strengthening the teaching-learning skills of the teaching staff of the Camiña High School, located in the Tamarugal province, Tarapacá Region, Chile. Based on an institutional diagnosis, this proposal is structured in three key objectives: to design a pedagogical and curricular management plan in collaboration with teachers and directors, to implement an accompaniment and training plan, and to establish a monitoring and evaluation system to guarantee its effectiveness. This work is based on the Strategic Educational Management model, seeking to innovate in teacher training, effective feedback and the application of active methodologies such as PBL. Translated with DeepL.com (free version)
Proposal for an Improvement Plan to Strengthen Professional Teacher Development Through the Implementation of Concrete and Effective Actions for the Development of Comprehensive Pedagogical Practices for 7th Grade Teachers at Patmos School in Viña del Mar
This educational improvement proposal aims to strengthen professional teacher development by implementing concrete and effective actions to enhance comprehensive pedagogical practices in the 7th grade at Patmos School in Viña del Mar, a private school with 360 students and 37 teachers. The school is recognized as a "Green Seal" institution and has based its educational project on human formation and the development of the self since 1957. Key actions include identifying current pedagogical practices, providing continuous training for teachers in active methodologies, and designing an improvement plan focused on strengthening pedagogical and socio-emotional competencies. This promotes innovation in teaching, ensuring a comprehensive and high-quality education. Methodologically, this proposal is based on a qualitative study under a case study design. An analysis of the Educational Project (PEI), the Teacher Professional Development Plan, and the available academic and socio-emotional outcomes revealed that 7th-grade socio-emotional indicators drop between 5% and 27%, while their grades in Language and Mathematics decrease by 0.2 to 0.8 points compared to the previous grade. Additionally, the instruments used for diagnosis follow a traditional approach (tests and direct observation), accounting for approximately 80% of their use. Of the methodologies applied in the classroom, 45% are lecture-based, while the improvement actions identified focus on active methodologies, mentioned 19 times by teachers. Based on the implemented pedagogical practices for comprehensive development, the theoretical and normative foundations, and the design of an improvement plan addressing the critical issue, a proposal was developed. Initially, it seeks to raise awareness through the socialization of the plan, teacher mentoring, the analysis of pedagogical practices, and a teacher perception survey. Subsequently, effective actions can be implemented to promote the comprehensive education of students through training on socio-emotional development and active methodologies, as well as the creation of interdisciplinary teaching teams. Finally, these actions can be evaluated through monitoring activities, including an Evaluation Day for comprehensive pedagogical practices, learning communities focused on integral education, and a concluding discussion forum
School Habitability at the Montessori School of Viña del Mar
This study analyzes the school habitability at the Montessori School of Viña del Mar from the perspective of Visual Arts, aiming to improve the relationship between students and their school environment. The research focuses on the creation of artistic devices designed and constructed by second-year high school students, fostering a sense of belonging and space appropriation. A mixed qualitative approach was employed, utilizing open surveys, field records, and journals to collect data on students' perceptions and needs regarding school spaces. The findings revealed that structural deficiencies, such as the lack of adequate areas for socializing and the negative perception of the infrastructure, impact both learning and social interactions. Through the design and creation of practical artifacts, students not only developed artistic and emotional skills but also transformed key areas of the school into more welcoming and functional spaces. In conclusion, participatory artistic intervention is highlighted as an effective tool for improving school habitability, promoting holistic development and the well-being of the educational community.
Innovation and School Leadership: Keys to Post-Pandemic Educational Recovery in Challenging Contexts
The purpose of this paper is to analyze how school leadership can respond to post-pandemic educational challenges through the implementation of innovations that contribute to recover learning and address historical educational inequalities. From a critical approach and based on the case of Chile, the text identifies the impact of the pandemic on education, highlighting problems such as school backwardness, dropout and deterioration of mental health in vulnerable communities. As a result, it is proposed that leadership that drives educational innovation is essential to transform pedagogical and curricular management and promote effective recovery. However, it is imperative that public policies provide resources, autonomy, and training to achieve this, thus advancing toward a more equitable, fair, and resilient education.
post-pandemic, school leadership, learning recovery, educational innovation.
Description of the learning results of 3 vulnerable schools with management based on the distributed leadership model, Santiago, Chile.
ABSTRACT. Considering the diverse needs in educational research in the current context, and acknowledging that achieving a perfect educational system is not feasible, the challenge lies in striving for continuous improvement where quality is the primary goal. In this scenario, reflections on leadership have much to contribute. A review of the literature on the topic of leadership has demonstrated that the chosen model within the educational community is crucial. For this reason, the proposal of Distributed Leadership offers significant contributions when analyzing learning outcomes, particularly in contexts with high levels of educational vulnerability.
Liderazgo, Resultados de Aprendizaje, Concepción Distribuida Del Liderazgo, Vulnerabilidad
Entrevista. Felipe Vergara. Elige Educar
Copyright (c) 2024 PEM. Revista de Didáctica, Evaluación e Innovación https://creativecommons.org/licenses/by-nc/4.0
Assessment of interdisciplinary competences in students of The Middle Education Pedagogy Program for Graduates and Graduates Andrés Bello University.
Study aimed at assessing the interdisciplinary competencies of third semester students in the Secondary Education Pedagogy Program for Graduates and Graduates of the Andrés Bello University. Its design corresponds to quantitative, transversal and descriptive. The population is made up of the 23 university students of this training program. Data collection was carried out using the CETI, applied via Google Forms. The results show a generally positive perception of IC, highlighting a high valuation of the TCL and HI dimensions. On the other hand, opportunities for improvement in MII were identified. The results recommend strengthening interdisciplinary research methodologies, increasing group reinforcement activities, incorporating interdisciplinary case studies, and promoting integrative projects.
Development of competences from curricular design in the Microenterprise Technical Educational Institution of Soledad-Atlántico
The research, whose object is the curricular dimension and the objective is oriented towards the curricular design of the Microenterprise Technical Educational Institution of the municipality of Soledad - Atlántico, takes as a reference the sociocritical paradigm, from a qualitative-quantitative (mixed) approach, and, under the parameters of the concurrent triangulation design (DITRIAC). Methods were used both at the theoretical level and at the empirical level. Empirical methods such as documentary review, surveys and interviews allowed to collect information regarding the curricular design of the institution, the level of development of competencies in students, and the way in which competency-based training is conceived, developed and promoted. Methodological triangulation made it possible to detect that the development of competencies is not favored from the curricular design, therefore, the scientific problem was identified: How to favor the development of competencies in students from the curricular design? The general objective is to design a teaching strategy that favors the development of competencies from the curricular design of the educational institution. The relevance of the teaching strategy was assessed by experts through the Delphy Method, who endorsed it taking into account the criteria of relevance, viability and feasibility.
Development of collaborative and interdisciplinary work skills and competences, in second cycle teachers, at the Nivequetén school in the community of Laja
The objective of this project is to develop collaborative and interdisciplinary work skills and competencies in second cycle teachers. Research Design considers a case study. The population considers as a universe all the teachers of the different educational levels of the organization and the sample as participants in the intervention project is the second cycle that involves teachers from 5th to 8th grade of basic education. The instrument for preparing the proposal is an educational improvement project that is designed based on the need that arises from the problem and taking into account the execution possibilities of the educational institution. The results, once all the diagnostic information has been collected, is the design of an improvement proposal that develops skills and competencies on collaborative and interdisciplinary work with second 2nd Cycle teachers to eliminate the myth “that a job of this magnitude generates a greater wear and tear of teachers”, because if carried out properly it can bring benefits and contributions.
Technological puzzle, from theory to practice: curriculum design, educational technologies and didactics
The following innovation project is aimed at third-year students of the Fixed Prosthesis Fundamentals Module I of the Dentistry Degree at the University of Valparaíso with the objective of incorporating an interactive ICT tool through a virtual learning object (VLO) regarding the identification and selection of materials and instruments to be used in clinical practice and that favors the identification of the logical sequence of the stages of prosthetic treatment. The institution has policies aimed at the implementation of technologies, but the strengthening for this is weak due to the academic workload and lack of teacher training. Information and communication technologies (ICT) arise as a need of today’s society, there being a gap in their knowledge between teachers and students, and their use and implementation are still non-existent in the Degree. The changes and incorporation of technology come to fill this deficiency, which allows us to ask ourselves: How to incorporate an interactive ICT tool through a virtual learning object that effectively allows the transfer of theory to practice for the learning of students of the Fixed Prosthesis Fundamentals I module of the Dentistry Degree of the University of Valparaíso regarding the identification and selection of materials and instruments to be used in clinical practice with patients and that allows them to logically sequence the stages of prosthetic treatment? For all this and in conjunction with CREATIC UV, a unit in charge of contributing to the digital competence of the University of Valparaíso, an interactive tool is developed that responds to the proposed objective and guiding question. The results obtained from the implementation of the OVA and subsequent analysis show a positive impact on the qualitative appreciation of both students and teachers of the Module with projections towards future innovations to be carried out in the Faculty.
Ethical analysis of the use of AI-based chatbots and their incursion into decision-making in contemporary times
This document, of a reflective nature, shows the dizzying rise of technological advances and the way in which they are involved in the various fields of human development; such as science, economics, education, entertainment, among others. AI (Artificial Intelligence) is important in today’s world since it is transforming various aspects of people’s daily lives. In this context, the main objective of this document is to demonstrate the way in which chatbots (conjugation of the words Chaty and Robot) enter decision making in current generations, from a qualitative approach. The relevance of this study is given by the ethical implications, taking into account the regulations, as well as the advantages and limitations of the use of this technology. Furthermore, the increasingly massive management is visualized, and consequently, the multiplicity of topics discussed, the relevance of these tools in people’s daily lives, the diversity of users that arise in different contexts and the risks at the level of reliability of the information, the treatment given to personal data, and itself, the decision-making by the developers and the users themselves.
Methodological alternative for strengthening school coexistence
The research solves a scientific problem of great importance for the school context. School coexistence is conceived as the process of interrelation between the agents of an educational institution within a democratic environment, of respect, tolerance and inclusiveness that allows to coexist and resolve conflicts peacefully through dialogue and assertive negotiation. It is a complex category, linked to high self-esteem, which can be learned as part of a broad process of emotional development. The methodological alternative is distinguished by conceiving the diagnosis as a starting point for the transformation of practice from the personal cognitive, attitudinal and moral values, supported by the development of coexistence from a vision of changes in behavior, with the objective of offering teachers/tutors a pedagogical tool for guidance in relation to the teaching and learning of coexistence. Methods of the theoretical, empirical and statistical mathematical level are used that allowed to verify the magnitude of the problem and justify the feasibility of the solution to it. Recommendations are made to systematize them through practical intervention by means of an experimental approach.
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Continuous training of the teacher/tutor in the skill of learning to learn in the university scenario
Continuing education for university teachers is a necessity for higher education in the Republic of Angola. The theoretical and practical deficiencies detected in this process and the need for the teacher/tutor to become a transformer of the pedagogical practice scenario, lead to determining as an objective of this research the proposal of a continuing education program for teachers/tutors in the skill of learning to learn. The program is distinguished by the way its theoretical bases are structured with an integrative character, in which the continuing education of teachers/tutors is conceived in the transition through each of its stages, whose content grants it uniqueness from the determination of the criteria and learning sequences that allow reaching a level of mastery of this skill. Theoretical, empirical and statistical methods were applied to assess the initial diagnosis and the transformations achieved in the teacher/tutor in the context of the Higher Institute of Educational Sciences-Huambo-Angola, which corroborated the relevance of the proposal and the upward movement in the level of mastery of the learning to learn skill.
Improvement proposal to strengthen teachers' transversal skills and reduce school dropout rates at the Alonso de Ercilla Study Center in the municipality of Antonio.
Summary: The present work focuses on analyzing the role of teachers' transversal skills in reducing school dropouts, at the Alonso de Ercilla Study Center in San Antonio, Chile, during the period 2020 - 2023, in order to build a improvement proposal that contributes to the strengthening of transversal skills in teachers and that can positively affect school retention. Regarding methods, the research proposed a mixed methodological approach, combining surveys and interviews. Regarding its results, the study confirmed the positive influence of these skills on the retention of high school students, highlighting their importance, especially from a qualitative perspective. Based on the conclusions, it is recommended to strengthen teacher training through training focused on transversal skills, self-reflective exercises and the integration of playful pedagogical methods, as well as the active incorporation of student feedback, promoting a more effective and committed educational environment. Keywords: Transversal skills, School dropouts, Emotional intelligence
Habilidades transversales, Deserción escolar, Inteligencia emocional