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
Copyright (c) 2025 PEM. Revista de Didáctica, Evaluación e Innovación https://creativecommons.org/licenses/by-nc/4.0
Entrevista a la Directora Pamela Lorca Álvarez
Entrevista a Pamela Lorca Álvarez, directora de la Escuela República de México, comuna de Santiago. Ella es Doctora en Investigación en Ciencias de la Educación con destacada trayectoria académica y profesional. Experiencia en liderazgo de equipos de trabajo y en la gestión de proyectos educativos. Sus investigaciones han generado un impacto significativo en las prácticas educativas y en el ámbito de gestión. Ha desempeñado un papel clave en la formación de nuevas generaciones de docentes, fomentando una cultura de innovación y excelencia académica. Reconocida por su capacidad para inspirar y guiar a estudiantes y docentes en la búsqueda de la excelencia académica.
Neurodiversity as a Test of Democratization in Chilean Higher Education Institutions: Beyond Access
Objective: To analyze, from a deconstructive and situated reading, how neurodiversity destabilizes and strains democratization processes in Chilean higher education beyond mere formal access, questioning the ways in which “normal” is defined, organized, and legitimized in university life. Methods: A qualitative documentary study was developed that intertwines Latin American literature on the right to education, democratization processes, and the beginnings of university life with Chilean regulatory frameworks on inclusion, disability, and autism, in addition to systematizing recent production on the trajectories of neurodivergent students in higher education institutions. Results: The analysis reveals the persistence of assumptions of normality, merit, and individual responsibility in normative and institutional discourses, as well as tensions between the rhetoric of rights, the structural segregation of the system, and the way in which mechanisms for admission, support, accessibility, and student participation are configured, which tend to reproduce adaptive rather than transformative logics. Conclusions: Neurodiversity is a test for the democratization of universities, as it highlights the obstacles to inclusion focused on access and individual adjustments, opening up a field of controversy around the definition of legitimate trajectories, quality criteria, and forms of justice that currently guide the work of Chilean higher education institutions. Key Words: democratization; neurodiversity; higher education; student trajectories.
Methodological strengthening in Language and Mathematics to optimizelearning in fourth grade
This teacher improvement project seeks to address the need to strengthen the use of active methodologies in the classroom, given the persistence of behaviorist pedagogical practices that limit student participation and innovation. Its central objective is to enhance the pedagogical skills of Language and Communication and Mathematics teachers in the 4th grade of a primary school, considering the low performance levels evidenced by formal assessments. The project methodology is based on an initial diagnostic assessment that integrates results from SIMCE and DIA tests, as well as classroom observations, allowing for the identification of pedagogical gaps and guiding methodological adjustments. Based on this assessment, the project proposes training teachers in active strategies such as Project-Based Learning and Gamification, in order to promote cognitive and social skills in students and move towards authentic assessment that responds to their real learning needs. The expected results contribute to an improvement in the quality of teaching, greater student motivation, and more active participation in the learning process. It is concluded that this proposal can be progressively applied to all educational levels, allowing for the incorporation of new active methodologies based on future assessments and the characteristics of each level.
Strengthening collaborative teaching as a strategy to improve reading comprehension
The objective of this research is to explore how Professional Learning Communities (PLCs) and curriculum coreization can strengthen collaborative work among teachers and contribute to addressing low reading comprehension in a school in the Lo Espejo district, where 89.1% of students demonstrate “insufficient” or “basic” reading levels. A qualitative study was conducted using a phenomenological ethnographic approach. Eight members of the educational community (teachers and administrators) participated. Through observations, document analysis, and interviews, the study sought to understand the teachers’ lived experience with collaborative processes and curriculum innovation. The findings reveal a deeply ingrained culture of professional isolation, described by teachers as “working like an island.” The implementation of PLCs and curriculum coreization acted as a turning point. These strategies fostered a shift from initial moments of tension and mistrust toward practices of interdependence, interdisciplinary dialogue, and joint planning around Socially Relevant Problems. Collaborative work does not emerge spontaneously: it requires formal structures, a shared pedagogical purpose, and key institutional conditions, especially dedicated time. Curriculum integration allowed for a redefinition of reading comprehension as a collective responsibility, strengthening teachers’ identity as “curriculum producers.” Although its prospective nature limits generalizability, the study offers a profound insight into teacher professional development and suggests the need for longitudinal research.
Echoes of old age: Reflections on the union between educability and a full life in community
Reflecting on mental health in old age in Chile implies recognizing the rapid population aging and the emotional challenges faced by many older adults, especially in rural contexts. With the purpose of understanding how they live and what factors they consider protective of their well-being, this research was developed using a qualitative phenomenological–hermeneutic approach, through semi-structured interviews conducted with six participants from the Perquenco Day Center. The analysis of their accounts allowed for the identification of four main categories linked to well-being: fulfillment, the hu-man person, integral well-being, and experiences of risk. The participants’ voices revealed that their mental health is a dyna- mic construction sustained by practices of self-care, social support, spirituality, and a sense of purpose. Despite experiences of loneliness, physical deterioration, and fear of dependency, resilient strategies emerge that reflect a profound capacity for adaptation. The discussion revealed strong connections with theoretical models such as the biopsychosocial approach and logotherapy, highlighting the importance of purpose and meaningful bonds. However, an important question arises for the researchers: Is the development of all these potentialities possible thanks to an education that connects the person’s life in advance, without waiting until the final stage of life? Likewise, what will future generations of older adults be like—those who grow up in a society marked by competition and post-truth? In conclusion, it is possible to observe how the wisdom of older adults can, to some extent, prompt a rethinking of today’s societal course, and how formal education may be reproducing a society lacking humanization.
Development of critical thinking through a virtual learning environment implemented with active-participative strategies
The purpose of this study is to implement active-participatory strategies integrated into a virtual learning environment designed in Google Sites, to contribute to the development of critical thinking skills in Medical Technology students taking the Basic Microbiology course at the University of Antofagasta. A mixed-method approach was chosen, employing a questionnaire in Google Forms with open and closed questions, which was voluntarily answered by the students during the diagnostic (initial) and evaluation (final) phases of the Teaching Innovation Project. The purpose of this instrument was to gather information about the students' perception of the educational practices applied by the teacher in autonomous work, before and after the implementation of Learning Platform. Regarding the results obtained, the participants were involved in their learning process by developing tasks relevant to case studies, PBL (Problem-Based Learning), and the virtual forum, which were authentically evaluated and timely feedback was provided. As for the conclusion, it is highlighted that the integration of ICT on the platform promotes active, significant, and collaborative learning. Therefore, they contribute to the graduation profile of the future Medical Technologist.
Recall as a didactic strategy to strengthen the learning of Calculus in Engineering
To evaluate the impact of a didactic strategy based on the ability to evoke in order to strengthen the learning of Calculus among Engineering students at Universidad San Sebastián. Methods: A mixed-methods design with a sociocritical approach was developed, incorporating guided evocation-based activities, formative assessment, interviews, and surveys. The sample consisted of 60 students distributed between a control group and an experimental group. The intervention involved evocation activities through spaced retrieval, contextualization of problems, and transfer to new situations. Results: The experimental group showed significant improvements in performance, increased explanatory capacity, greater cognitive autonomy, and a more stable understanding of the concepts involved in changing the order of integration in general regions of double integrals in Cartesian coordinates. Conclusions: The ability to evoke enhances Calculus learning by activating prior knowledge and transferring it to new, contextualized, and challenging problems. The proposal aligns with dialectical philosophical foundations that emphasize practice as the instance through which knowledge is transformed, and with educational models centered on “Feeling, Knowing, and Doing” for professional development.
Impact of an Educational Intervention on the Use of Social Media in the Digital Literacy of Older Adults
Currently, older adults represent one of the most lagging population groups in the face of rapid technological progress, which limits their active participation in digital environments and their social appropriation of knowledge. In response to this issue, the present study evaluated the impact of an educational intervention aimed at strengthening digital literacy among older adults through the functional use of social networks. A pre-experimental design was applied with a group of 15 participants belonging to a community digital inclusion program. The instrument used was a 10-item questionnaire that assessed knowledge about the Internet, WiFi connectivity, email, and the management of social networks (Facebook, WhatsApp, and YouTube). The intervention was developed through a MOOC on the institutional platform of the University of Cundinamarca with through practical workshops and personalized tutoring, focusing on meaningful learning and technological autonomy. The results showed a substantial improvement in the level of digital literacy: the average of correct answers increased from 44.9% in the pretest to 85.9% in the posttest, with a 41% improvement. The Student’s t-test for related samples indicated significant differences (t(14) = 15.46; p < 0.001), confirming the effectiveness of the implemented educational strategy. In conclusion, the pedagogical use of social networks promotes digital inclusion and the social appropriation of knowledge, strengthening the technological competencies and participation of older adults in the knowledge society.
Spaces, times and environments that respect children’s culture
The educational experience unfolds in everyday living and in relationships with others and with the environment. Spaces, times, and environments reveal the visible and invisible, the tangible and intangible aspects of pedagogical practice. Behind every decision in configuring these elements, educational teams communicate their understandings of childhood. This article is the result of reflective practice, developed through the accompaniment of adult educators who seek to promote playful learning environments that respect the individuality and agency of children. From this perspective, this reflective article explores the meaning of educational environments, understood as cultural and relational constructions that support children’s well-being, exploration, and participation.
Strengthening teachers’ socio-emotional skills in a collaborative way at the national college of villa Alemana
This project is being developed at the Santa Ana campus of the National School in Villa Alemana and aims to design a proposal for improving pedagogical management to strengthen the socio-emotional competencies of secondary school teachers through collaborative and interdisciplinary work. This stems from evidence gathered through institutional assessments, SIMCE and DIA results, which reveal deficient socioemotional management among students, a lack of training tools for the teaching staff, unfamiliarity with institutional instruments, and the absence of standardized protocols. The mixed-methods approach begins with a participatory assessment, followed by the identification of theoretical frameworks, and the design of a teacher development plan.As a response, an improvement plan is proposed that includes: an evaluation of available pedagogical and human resources, systematic training for all teachers, the creation of a cross-cutting and interdisciplinary instrument, and an impact evaluation strategy. The main conceptual finding indicates that strengthening teachers’ socio-emotional skills has a positive impact on students’ holistic development, consolidating a collaborative and inclusive institutional culture. This is supported by current legislation on continuous and systematic professional development for teachers.
Towards transformative teaching: digital tools and professional learning communities in secondary education
Currently, education systems face the challenge of transforming teaching to meet the demands of the 21st century. This article explores a theoretical framework and proposes a model for the pedagogical integration of digital tools, articulated through Professional Learning Communities (PLCs), in order to promote transformative teaching oriented towards the holistic development of students. It employs a qualitative approach of theoretical and documentary review, based on national and international references such as the Framework for Digital Teaching Competencies (CPEIP, 2024), UNESCO guidelines, and OECD reports on high-quality teaching. The analysis demonstrates that PLCs constitute an effective strategy for enhancing teacher collaboration, distributed leadership, and pedagogical reflection on the use of digital technologies. It concludes that the pedagogical integration of technology, supported by professional communities, fosters more innovative, collaborative, and conscious teaching practices that reflect its role in contemporary educational transformation.
Augmented reality with a path to the metaverse
This paper presents the implementation of an innovative augmented reality (AR) application in logistics education, with the aim of evaluating its impact on teaching methods and the student learning experience. The project was developed at INACAP, Maipú campus, through an immersive simulation of a Distribution Center (DC) using Oculus devices, aligning with pedagogies focused on active learning. The research adopted a mixed-methods approach with a multi-sequential design, employing interviews, post-workshop questionnaires, and analysis of academic documents. Students participated in interactive simulations that facilitated the application of theoretical concepts and the development of skills such as leadership, teamwork, and decision-making. The results showed a significant increase in motivation, participation, and understanding of logistics content, reflected in improved grades and high reported satisfaction. It is concluded that this initiative not only enhances the teaching of logistics but also proposes a didactic model that can be replicated in other disciplines. Furthermore, it envisions the integration of the metaverse as an educational platform, expanding the possibilities for interaction and collaborative learning in multidimensional virtual environments.
Entrevista al Director Jorge Leiva Torres
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
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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.