scholarly journals DESEMPEÑO PROFESIONAL PEDAGÓGICO PARA EL APRENDIZAJE DE LOS ESTUDIANTES DE TERCERO DE BACHILLERATO DEL COLEGIO NACIONAL NOCTURNO OLGA VALLEJO DE BRIONES DE LA CIUDAD DE PORTOVIEJO

2020 ◽  
Vol 5 (1) ◽  
pp. 51
Author(s):  
Enedina Felicidad Pico Gómez ◽  
Silvio Alejandro Alcívar Molina ◽  
Gabriel García Murillo
Keyword(s):  
High School Students ◽  
Learning Process ◽  
Educational Institution ◽  
Research Work ◽  
Field Research ◽  
Educational Practices ◽  
School Students ◽  
Teachers And Students ◽  
Key Factor ◽  
Teaching Learning

La presente problemática trata sobre el desempeño profesional pedagógico en el aprendizaje, la cual tuvo como objetivo principal determinar las nuevas prácticas educativas que utiliza la institución formativa y analizar la manera en que éstas influyen en el proceso de aprendizaje de los educandos. Para poder desarrollar la investigación se aplicó la investigación bibliográfica, incluida la investigación de campo, se obtuvieron datos a través de la aplicación de encuestas realizada a los estudiantes de la institución. Basándome en toda la información se llegó a la conclusión que el uso adecuado de las nuevas prácticas educativas por parte de los docentes beneficia al proceso de enseñanza aprendizaje de los estudiantes, siempre y cuando el educando esté predispuesto a innovar y enriquecer sus conocimientos. Además, hay que resaltar la importante labor del docente ya que es un factor clave en el proceso de aprendizaje de los estudiantes. Es importante destacar que los resultados obtenidos en la encuesta realizada a docentes y estudiantes permitieron estructurar las conclusiones y recomendaciones. La investigación se abordó de acuerdo a las técnicas empleadas las cuales fueron la observación, la encuesta aplicada a los estudiantes y docentes de la institución. Finalmente, para resolver la problemática se realizó una propuesta que contribuyó a dar solución a la problemática. PALABRAS CLAVE: Desempeño pedagógico; estudiantes de bachillerato; proceso de enseñanza; evaluación. PROFESSIONAL PEDAGOGICAL PERFORMANCE FOR THE LEARNING OF THIRD-GRADUATE STUDENTS OF THE NIGHT NATIONAL SCHOOL OLGA VALLEJO DE BRIONES OF THE CITY OF PORTOVIEJO ABSTRACT The present research work called, It was carried out at the Olga Vallejo de Briones National Night School, which had as its main objective the new educational practices used by the educational institution and analyze the way in which they influence the learning process of the students. In order to develop the research, bibliographic research was applied, including field research, data was obtained through the application of surveys made to the students of the institution. Based on all the information, it was concluded that the proper use of new educational practices by teachers benefits the teaching-learning process of students, as long as the student is predisposed to innovate and enrich their knowledge. In addition we must highlight the important work of the teacher as it is a key factor in the learning process of students. It is important to highlight that the results obtained in the survey made to teachers and students allowed to structure the conclusions and recommendations. The investigation was approached according to the techniques used which were the observation, the survey applied to the students and teachers of the institution. Finally, to solve the problem, a proposal was made that helped to solve the problem. KEYWORDS: Pedagogical performance; high school students; teaching process; evaluation.

scholarly journals El uso pedagógico de los sistemas contables de la Unidad Educativa Juan Montalvo

2020 ◽  
Vol 5 (4) ◽  
pp. 101
Author(s):  
Karla Janeth García Mariscal ◽  
Wilson Jesús Villaprado Alava
Keyword(s):  
Learning Process ◽  
Field Research ◽  
Research Data ◽  
Present Problem ◽  
Important Work ◽  
Accounting Systems ◽  
Palabras Clave ◽  
Teachers And Students ◽  
Key Factor ◽  
Teaching Learning

El artículo trata la problemática de los sistemas contables en la Unidad Educativa Juan Montalvo, la cual tuvo como objetivo principal establecer la importancia pedagógica de los sistemas contables en los estudiantes de la unidad educativa Juan Montalvo del cantón Portoviejo, durante el año 2019 y analizar la manera en que éstas influyen en el proceso de aprendizaje de los educandos. Para poder desarrollar la investigación se aplicó la investigación bibliográfica, incluida la investigación de campo, se obtuvieron datos a través de la aplicación de encuestas realizada a los estudiantes de la institución. Basándome en toda la información se llegó a la conclusión que el uso adecuado de los sistemas contables por parte de los docentes beneficia al proceso de enseñanza aprendizaje de los estudiantes, siempre y cuando el educando esté predispuesto a innovar y enriquecer sus conocimientos. Además, hay que resaltar la importante labor del docente ya que es un factor clave en el proceso de aprendizaje de los estudiantes. Es importante destacar que los resultados obtenidos en la encuesta realizada a docentes y estudiantes permitieron estructurar las conclusiones. La investigación se abordó de acuerdo con las técnicas empleadas las cuales fueron la observación, la encuesta aplicada a los estudiantes y docentes de la institución. Finalmente, para resolver la problemática se realizó una propuesta que contribuyó a dar solución a la problemática. PALABRAS CLAVE: Sistemas contables; contabilidad; procesos pedagógicos. Pedagogical use of accounting systems in the Juan Montalvo Educational Unit   ABSTRACT The present problem deals with the accounting systems in the Juan Montalvo Educational Unit, which had as main objective to establish the pedagogical importance of the accounting systems in the students of the Juan Montalvo educational unit of the Portoviejo canton, during the year 2019 and analyze the way in which they influence the learning process of students. To develop the research, bibliographic research was applied, including field research, data were obtained through the application of surveys carried out to the students of the institution. Based on all the information, it was concluded that the proper use of accounting systems by teachers benefits the teaching-learning process of students, if the student is predisposed to innovate and enrich their knowledge. In addition, the important work of the teacher must be highlighted since it is a key factor in the learning process of students. It is important to emphasize that the results obtained in the survey of teachers and students allowed structuring the conclusions and recommendations. The research was approached according to the techniques used which were the observation, the survey applied to the students and teachers of the institution. Finally, to solve the problem, a proposal was made that contributed to solving the problem. KEYWORDS: Accounting systems; accounting; pedagogical processes.

scholarly journals LAS TÉCNICAS E INSTRUMENTOS DE EVALUACIÓN Y SU IMPACTO EN EL RENDIMIENTO ACADÉMICO EN LOS ESTUDIANTES DE BACHILLERATO TÉCNICO

2019 ◽  
Vol 4 (1) ◽  
pp. 151
Author(s):  
María Verónica Inga Farías ◽  
Oscar Elías Bolívar Chávez ◽  
José Grismaldo Pico Mieles
Keyword(s):  
High School Students ◽  
Quantitative Research ◽  
Research Work ◽  
Evaluation Process ◽  
Research Process ◽  
School Students ◽  
Palabras Clave ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Evaluation Techniques

  El trabajo de investigación tuvo como objetivo principal Analizar las técnicas e instrumentos de evaluación que emplean los docentes con los estudiantes en el aula de clase en la Unidad Educativa Dr. Bruno Sánchez Carreño; para ello se aplicó una investigación cuantitativa con una metodología inductiva-deductiva, con los métodos participativos, investigativo, reflexivo y analítico, a través de las técnicas de la observación, la entrevista, el cuestionario y la encuesta que permitieron alcanzar los resultados deseados; La población sujeta de estudio fueron de 100 estudiantes del tercero de bachillerato técnico del Colegio Dr. Bruno Sánchez Carreño y para la selección de la muestra se realizó un análisis estadístico de frecuencias y media aritmética, dando como resultado 30 estudiantes y 9 docentes de la misma. El proceso de investigación realizado dentro de la institución por los autores, concluyen que en la aplicación de este proceso se presentan algunas situaciones que se tienen que mejorar para cumplir con los objetivos educacionales tanto estatales como institucionales, pues la realidad de los resultados de las evaluaciones y las situaciones es urgente y visible sobre todo en el uso de las técnicas e instrumentos de evaluación que se aplicaban a los mismos, pues los resultados de las calificaciones son bajas en repetidas ocasiones, esta insatisfacción se sienten tanto en docentes como en estudiantes, ocasionando incertidumbre, malestar y relaciones hostiles dentro del aula que producen dificultades al momento de cumplir con los procesos de enseñanza – aprendizaje. PALABRAS CLAVE: Proceso de Evaluación; estudiantes de bachillerato; técnicas e instrumentos de evaluación; resultados de evaluación. THE TECHNIQUES AND INSTRUMENTS OF EVALUATION AND THEIR IMPACT ON THE ACADEMIC PERFORMANCE IN THE STUDENTS OF TECHNICAL BACCALAUREATE ABSTRACT The main objective of the research work was to analyze the evaluation techniques and instruments used by teachers with students in the classroom at the Dr. Bruno Sánchez Carreño Educational Unit; For this purpose, a quantitative research was applied with an inductive-deductive methodology, with participatory, investigative, reflective and analytical methods, through the techniques of observation, interview, questionnaire and survey that allowed achieving the desired results; The population subject of the study was 100 students from the third year of the technical baccalaureate of the Dr. Bruno Sánchez Carreño School and for the selection of the sample a statistical analysis of frequencies and arithmetic mean was made, resulting in 30 students and 9 teachers of the same . The research process carried out within the institution by the authors, concludes that in the application of this process some situations are presented that have to be improved to comply with the educational objectives both state and institutional, as the reality of the results of the evaluations and the situations are urgent and visible especially in the use of evaluation techniques and instruments that were applied to them, because the results of the grades are low repeatedly, this dissatisfaction is felt both in teachers and students, causing uncertainty, discomfort and hostile relationships within the classroom that produce difficulties when fulfilling the teaching - learning processes. KEYWORDS: Evaluation process; high school students; evaluation techniques and instruments; evaluation results.

scholarly journals Why Do the Students Do Disruptive Behavior in English Classroom? A Case Study On Senior High School Students in One of the Small Town in Indonesia

2019 ◽  
Vol 3 (2) ◽  
pp. 130-141
Author(s):  
Anida Fadhilah Jati ◽  
Endang Fauziati ◽  
Agus Wijayanto
Keyword(s):  
High School ◽  
High School Students ◽  
Disruptive Behavior ◽  
Learning Process ◽  
Senior High School ◽  
School Students ◽  
English Classroom ◽  
Teaching Learning ◽  
Senior High School Students

A conducive learning situation is essential in learning English. However, one problem that usually disturbs the learning situation is the appearance of disruptive behavior. Students' disruptive behavior is an inappropriate behavior conducted by students during the learning process which turns the classroom into unconducive. Exactly, there are several factors contribute to the occurrence of disruptive behavior in the English lesson, especially on senior high school students. Thus, the current study was a case study aimed to investigate several causes of students' disruptive behavior in English teaching-learning process in the classroom. The subjects of this study consisted of an English teacher and a class of twelfth-grade students in a small town in Indonesia. The data were collected using observation and interview. The result of this study showed that students' disruptive behavior in the English classroom was caused by internal factor and external factor. Feeling boredom, feeling anxiety, and seeking attention were internal factor that became the occurrence of disruptive behavior. While fatigue was the external factor that causes the emergence of students' disruptive behavior in the English teaching-learning process in the classroom.             Keywords Disruptive Behavior, English Classroom, Senior High School Students, Teachers’ Management

scholarly journals O WHATSAPP NO PROCESSO DE ENSINO-APRENDIZAGEM DE ALUNOS DO ENSINO MÉDIO TECNOLÓGICO – AM / THE USE OF WHATSAPP IN THE TEACHING-LEARNING PROCESS OF TECHNOLOGICAL HIGH SCHOOL STUDENTS – AM

2021 ◽  
Vol 7 (1) ◽  
pp. 3762-3774
Author(s):  
Ivanete Pereira Souza ◽  
Alexandra Nascimento de Andrade ◽  
Clisivânia Duarte Souza ◽  
Dalmir Pacheco Souza ◽  
Carolina Brandão Gonçalves
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
School Students ◽  
Teaching Learning

Analysis of High School Students’ Teaching Style Preferences

2013 ◽  
Vol 6 (1) ◽  
Author(s):  
IAN C. ABORDO ◽  
CARTHY JOY T AGUILLON
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
School Administrators ◽  
Teaching Style ◽  
Teaching Styles ◽  
School Students ◽  
Self Assessments ◽  
Teaching Learning ◽  
Style Preferences

The students are the best witnesses to how the teachers perform their instructional duties. Students develop particular expectations to teaching style preferences. This study investigates the students’ self-assessments of their teaching style preferences against their observed teaching styles that their year level teachers have used and determined the relevance of Teeters’ (2001) teaching style model. Teeters’ (2001) instructor style inventory was used to collect data from 114 high school students of an academy in Valencia, Bukidnon, Philippines. Results revealed that the students highly preferred all the teaching styles. Students in different year levels also rated their teachers’ safe, stimulating, spontaneous, and systematic teaching styles moderate and high. Significant differences in all the students’ observed teaching styles were found between the year levels. Teaching styles with “no difference” and “there is difference” depend on the year levels. School administrators and teachers in this academy may consider the viability of Teeters’ teaching style model in their teaching-learning processes.Keywords: Education, teaching styles, teaching-learning process, Teeter’s teaching stylemodel, Bukidnon, Philippines

scholarly journals OFICINA DE MAQUETE: a busca por um aprofundamento do processo ensino-aprendizagem

2018 ◽  
Vol 7 (14) ◽  
pp. 287-297
Author(s):  
Sandra de Castro De Azevedo ◽  
Vinicius Monteiro Arcanjo ◽  
Haroldo Junior Martins Cardoso
Keyword(s):  
High School Students ◽  
Learning Process ◽  
Basic Education ◽  
Dimensional Space ◽  
Essential Element ◽  
Space Representation ◽  
School Students ◽  
Process Measurement ◽  
Practice Activity ◽  
Teaching Learning

A representação do espaço é um elemento essencial para a ciência geográfica, no entanto, no que se refere à geografia escolar, encontramos certa dificuldade dos professores com o uso de elementos cartográficos nas aulas de geografia, fato que pode ser consequência da formação inicial que, muitas vezes, enfatiza a cartografia básica, dando pouca atenção à cartografia escolar. Procurando superar esta dificuldade, um grupo de acadêmicos bolsistas de Iniciação à Docência optou por desenvolver uma oficina de maquete com alunos do ensino médio de uma escola estadual. O objetivo era proporcionar a construção de conhecimentos cartográficos partindo da atividade prática (construção da maquete) para compreender a teoria, em um movimento de problematização, estimulando assim a aprendizagem. A atividade possibilitou um aprofundamento metodológico para os bolsistas de Iniciação à Docência, pois eles realizaram a mediação do processo ensino-aprendizagem, que resultou em um avanço, por partes dos alunos da educação básica, no processo de leitura e interpretação de cartas topográficas e das análises da representação do espaço bidimensional e tridimensional, além de resultar em uma valorização da geografia escolar pelos alunos que participaram da atividade, pois conseguiram entender esta disciplina como um instrumento para o entendimento da realidade. PALAVRAS-CHAVE Geografia. Cartografia. Ensino-aprendizagem. Formação inicial. Maquete. MODEL WORKSHOP: the search of an enhancement of teaching/learning process ABSTRACT The representation of space is an essential element to geographic science, however when its refers to school geography, teachers confront a certain difficulty using cartographies elements on geographic classes, this can be caused by teacher initial education which sometimes emphasize basic cartography on the other hand giving less attention to scholar cartography. In order to overcome this difficulty a scholarship holders group of initial teaching took the initiative of developing a model workshop with high school students from a public state school. The aim was to provide the construction of cartographic knowledge through practice activity (construction of models) to comprehend the theory, in a problematization movement thus stimulating learning. The activity has allowed a methodological enhancement to initiation scholarship holders to teaching, as they carried out the teaching-learning process measurement that resulted in a breakthrough, by the basic education students, in the process of reading and interpreting topographic maps and analysis bi-dimensional and tri-dimensional space representation and also resulted in a valorization of scholar geography by students which took part of activity since they understood this discipline as an instrument for understanding of reality KEYWORDS Geography. Cartography. Teaching-learning. Initial education. Model. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

scholarly journals Formative Assessment Practices in Federal Government Schools: Issues and Problems

2021 ◽  
Vol 4 (1) ◽  
pp. 93-100
Author(s):  
Muhammad Akram Shakir ◽  
Rabia Bahoo ◽  
Musarrat Jahan ◽  
Muhammad Latif Javed
Keyword(s):  
Formative Assessment ◽  
Learning Process ◽  
Teaching Staff ◽  
Assessment Practices ◽  
Social Emotional ◽  
School Students ◽  
Government Schools ◽  
Teachers And Students ◽  
Group Interviews ◽  
Teaching Learning

Assessment is the key element of teaching learning process in schools. Formative assessment is generally accepted as a valuable component of teachers’ classroom assessment strategies. The study intends to explore the level of association of formative assessment with academic performance of secondary school students and to analyze the practices of formative assessment in schools. The study was descriptive in nature. The focus group interviews and observation techniques were used to gather information regarding academic, social, emotional, and cultural activities of students in schools. The population of the study comprises over all the principals, teachers and students of FGEIs of Lahore region. Sample was drawn by using simple random technique. The findings of the study revealed that teachers don’t have enough knowledge about formative assessment but they possess appropriate understanding of summative assessment. Replication of test is the exclusive kind of assessment for improvement of different learning skills of students. It was recommended that authorities may develop and execute some plan to train and give awareness to the administration and teaching staff about the use and importance of formative assessment during teaching-learning process in schools

scholarly journals Teachers’ implementation of scientific approach in teaching English for Senior high school students

2021 ◽  
Vol 12 (3) ◽  
pp. 442-458
Author(s):  
Halawatil Iman ◽  
Sofyan Abdul Gani ◽  
Bustami Usman
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
Time Management ◽  
English Teachers ◽  
Senior High School ◽  
Learning Material ◽  
School Students ◽  
Scientific Approach ◽  
Teaching Learning

The scientific approach constitutes an approach to Indonesia's 2013 curriculum. Since it is imperative for Indonesian education, all teachers need to understand, manage, and apply it in the teaching-learning process. Unfortunately, many English teachers still use inappropriate methods as in the 2013 curriculum. This qualitative research aims at discovering the implementation of a scientific approach by English teachers at State Senior High School in Lhokseumawe. The objects were English teachers at SMAN 1 Lhokseumawe, SMAN 2 Lhokseumawe, and SMAN 5 Lhokseumawe. The tools used in this study were observation for three high school English teachers in the schools. The observation results toward the implementation of five scientific approach stages exposed that the English teachers did not carry out the five stages completely. The teacher should master, understand, and apply the teaching process by following the whole stages of the scientific approach. Class mastery and time management are vital for the learning process. Thus, the teachers should consider those points. Hence, interesting supporting media, appropriate learning material, and methods must be considered by the teachers in teaching so that the students will be motivated to learn.

scholarly journals Teachers’ Creativity in Developing Speaking Skill of Junior High School Students in Yogyakarta

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Endang Triningsih ◽  
Imam Ghozali
Keyword(s):  
High School Students ◽  
Public Schools ◽  
Junior High School ◽  
Learning Process ◽  
Junior High ◽  
Video Recording ◽  
Learning Material ◽  
School Students ◽  
Teaching Learning ◽  
Speaking Skills

One of the two most determining factors in the teaching-learning process is teacher. Teacher backgrounds which affect the teaching-learning process cover wide aspects to include creativity. This paper reports a study to describe teachers’ creativity in developing the speaking skills of their students in Junior High Schools in Yogyakarta. The study belongs to qualitative research which data were collected from observation and interviews to four teachers selected from all English teachers in Yogyakarta teaching in both private and public schools based on their creativity in developing speaking skills. The observations were backed up with video-recording to catch detailed teacher-students interaction based on which the phenomenon understudy can be described. Follow-up interviews with teachers and students were conducted to help her in-depth understanding of the nature of creativity of the teachers, and thus triangulate the data for the study. Findings show that teachers’ creativity was exercised in encouraging students, questioning and teacher praising, using the learning material, developing learning activities, and Internet and Communication Technology. Further analysis found the teachers’ creativity was also employed in giving positive feedback and response, understanding students, mistake, and clear questions.

scholarly journals DIFERENTES ABORDAGENS METODOLÓGICAS NO ENSINO DE GENÉTICA PARA A EDUCAÇÃO BÁSICA

2020 ◽  
Vol 9 (11) ◽  
pp. 1-20
Author(s):  
Matheus Ortega COLA ◽  
Andreia Estela Moreira SOUZA
Keyword(s):  
High School Students ◽  
Student Teachers ◽  
Primary Education ◽  
Learning Process ◽  
Difficulty Level ◽  
Limiting Factor ◽  
School Students ◽  
Teaching Process ◽  
Methodological Approaches ◽  
Teaching Learning

A genética constitui subárea central da biologia, cuja compreensão é necessária para entendimento e interligação entre diversos conteúdos. Embora os temas de genética estejam presentes em nossa vida cotidiana, a abstração dos conteúdos torna difícil sua assimilação, desmotivando alunos a aprendê-los e professores a ensiná-los. O presente trabalho teve como objetivo aplicar diferentes abordagens metodológicas facilitadoras do processo de ensino e aprendizagem em genética. A pesquisa foi descritiva de campo e quali-quantitativa. A amostra foi composta por 12 alunos do 1º Ano do ensino médio de uma escola estadual e 21 professores da educação básica. Foram formulados jogos, materiais didáticos e aulas práticas. Após a execução das metodologias, foram aplicados pré e pós-testes para verificação da aprendizagem. A partir da análise de dados, observou-se maior porcentagem de acertos nos pós-testes evidenciando que as metodologias aplicadas favoreceram o processo de ensino aprendizagem. Os docentes relataram que genética é a disciplina com maior dificuldade de ensino em biologia e que as limitações para aplicar estratégias diversificadas são o controle da sala, o tempo para preparo da aula e a sua duração. A rotina do professor também faz parte do processo, devendo a educação ser repensada no seu contexto global focando aluno, professor e ambiente escolar, com valorização do magistério, aumento de recursos destinados a escolas e a programas de formação e capacitação docente. A partir deste trabalho, foi possível concluir que a utilização de diferentes metodologias de genética auxilia no processo de aprendizagem e torna as aulas mais atrativas, propiciando gosto pelo aprender.   DIFFERENT METHODOLOGICAL APPROACHES TO GENETICS TEACHING FOR PRIMARY EDUCATION   ABSTRACT Genetics is a biology central subarea, in which its comprehension is necessary to understand and interconnect several subjects. Although the genetics topics are present on a daily basis, the content abstraction makes their understanding difficult, demotivating either students to learn or teachers to teach.  The present paper aims to apply different methodological approaches facilitating the genetics teaching process. It was descriptive, qualitative, and quantitative field research. The sample comprised 12 freshman high school students at a public school, and 21 primary education teachers. Games, didactic material, and practice were developed. After applying the methodologies, pre-tests and post-tests were applied to verify the learning process. Drawing on data analysis, it was observed a higher percentage of success for post-tests, highlighting that the methodologies that were applied benefited the teaching-learning process.  Teachers reported that genetics is the subject with the highest difficulty level when teaching biology, student’s misbehavior in class is a limiting factor for them when applying strategies, as well as the lesson planning, and class duration. Teacher’s routine is also part of the process, education might be re-evaluated in a global context focusing on the student, teachers, and the school environment, teaching appreciation, increase in the resources allocated to schools, and training programs for teachers. In light of this paper, it was possible to conclude that the use of different methodologies to genetics teaching help in the learning-teaching process, making classes more appealing and arousing interest to learn.   Keywords: Genetics. Methodology. Ludic. Practice. Teaching. Learning.

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