Optimización del Tiempo Instruccional para Aprendizajes Efectivos desde la Dirección del Colegio
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Date
2024
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Abstract
El siguiente trabajo corresponde a un estudio de carácter profesional, basado en los principios de investigación-acción participativa, aplicado en un colegio particular-subvencionado católico de la Provincia del Choapa, Chile. Este había sufrido una pérdida significativa de tiempo instruccional anteriormente, debido a factores que afectaron la gestión institucional del tiempo, tales como la pandemia de Coronavirus, poca autonomía en el aprendizaje de los estudiantes, entre otros.1 Esto gatilló disminución en el foco instruccional y problemas conductuales, especialmente en un 5° básico, curso que se intervino. El objetivo fue fortalecer las prácticas de la directora del colegio, por medio de la implementación de estrategias de optimización y protección del tiempo instruccional, para la mejora de las condiciones del proceso de enseñanza-aprendizaje en el curso a intervenir. Complementariamente, se entrevistó a directivos y docentes para identificar posibles razones del problema y proponer acciones para salvaguardar el tiempo instruccional. También, se diseñó un plan estratégico colaborativamente con ellos, para intervenir el curso señalado con rutinas pedagógicas, estudiantiles e institucionales. Los resultados arrojaron una leve mejora en la percepción de la gestión del tiempo, fluidez entre actividades lectivas y comportamiento estudiantil, según los participantes. Por ende, se estipula que mejorar estratégicamente la gestión del tiempo desde Dirección, puede fomentar un mejor uso de los tiempos de estudio de los alumnos, docentes y la escuela, al optimizar las condiciones para aprendizajes efectivos.
The following research corresponds to a professional study based on the principles of participatoryaction-research, applied in a Catholic semi-private school in the Choapa Province, Chile. Theschool had previously suffered a significant loss of instructional time due to factors that affectedthe institutional time management, such as Coronavirus pandemic, low student autonomy inlearning, among others. This led to a decrease in instructional focus and behavioral problems,mainly in a 5th grade class, target of the intervention. The objective was to strengthen the practicesof the school’s director by implementing strategies to optimize and protect instructional time,aimed at improving the teaching-learning process conditions in the intervened class. Additionally,school leaders and teachers were interviewed to identify possible reasons for the problem andpropose actions to safeguard instructional time. A strategic plan was also designed collaborativelywith them to intervene in the mentioned class with pedagogical, student and institutional routines.The results showed a slight improvement in the perception of time management, fluidity betweenteaching activities and student behavior, according to the participants. Therefore, it is stipulatedthat strategically improving time management from the school direction can foster better use ofstudy time for students, teachers and the school, by optimizing conditions for effective learning.Key words: Leadership, Instructional Time, Time Management, Routines, Autonomy, Learnings.
The following research corresponds to a professional study based on the principles of participatoryaction-research, applied in a Catholic semi-private school in the Choapa Province, Chile. Theschool had previously suffered a significant loss of instructional time due to factors that affectedthe institutional time management, such as Coronavirus pandemic, low student autonomy inlearning, among others. This led to a decrease in instructional focus and behavioral problems,mainly in a 5th grade class, target of the intervention. The objective was to strengthen the practicesof the school’s director by implementing strategies to optimize and protect instructional time,aimed at improving the teaching-learning process conditions in the intervened class. Additionally,school leaders and teachers were interviewed to identify possible reasons for the problem andpropose actions to safeguard instructional time. A strategic plan was also designed collaborativelywith them to intervene in the mentioned class with pedagogical, student and institutional routines.The results showed a slight improvement in the perception of time management, fluidity betweenteaching activities and student behavior, according to the participants. Therefore, it is stipulatedthat strategically improving time management from the school direction can foster better use ofstudy time for students, teachers and the school, by optimizing conditions for effective learning.Key words: Leadership, Instructional Time, Time Management, Routines, Autonomy, Learnings.
Description
Tesis (Magíster en Educación con mención en Dirección y Liderazgo Educacional)--Pontificia Unersidad Católica de Chile, 2024