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Sinergias educativas
July - Septiembre Vol. 9 - 3 - 2024
http://sinergiaseducativas.mx/index.php/revista/
eISSN: 2661-6661
revistasinergias@soyuo.mx
Page 13-34
Received: March 14 , 2024
Approved: June 22 , 202
Educational quality as seen from the
perspective of pedagogical management,
innovation and learning environments:
A diagnostic study
La calidad educativa vista desde la gestión pedagógica,
la innovación y los ambientes de aprendizaje: Un
estudio diagnóstico
Somaris Fonseca Montoya
*
Martha Fernández Rodríguez
*
José Pablo Abreu Fernández
*
Magaly Granizo Coloma
*
Abstract
Pedagogical management, educational innovation and learning
environments are fundamental components that complement each
other to guarantee educational quality. The study presented here is
the result of the research project Quality of the educational process,
through pedagogical management, educational innovation and
learning environments, in institutions of the Ecuadorian General
Basic Education, developed by students and teachers of the Basic
Education course at the Instituto Superior Universitario Espíritu
Santos in the city of Guayaquil, and aims to characterise the current
state of the quality of educational processes, through pedagogical
management, educational innovation and learning environments, in
educational institutions in the city of Guayaquil. The research
followed a qualitative methodology of an exploratory and
hermeneutic type; methods such as analysis-synthesis and inductive-
Ph.D. Instituto Superior Universitario Espiritu Santo, Ecuador,
https://orcid.org/0000-0003-0070-9741, sfonseca@tes.edu.ec
Ph.D. Instituto Superior Universitario Espiritu Santo, Ecuador,
https://orcid.org/0000-0002-4765-7419,
mmfernandez@tes.edu.ec
Abg. Instituto Superior Universitario Espiritu Santo, Ecuador,
https://orcid.org/0000-0002-8737-3832, jpabreu@tes.edu.ec
Msc. Instituto Superior Universitario Espiritu Santo, Ecuador,
https://orcid.org/0000-0002-5585-5829, cmgranizo@tes.edu.ec
Article
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deductive were used, within the empirical methods observation,
survey, interview and documentary review were used; reaching the
conclusion that when pedagogical management, innovation and
learning environments are combined effectively, enriching
educational environments are created that promote academic
success, emotional well-being and the integral development of
students, which translates into educational quality.
Keywords: Educational quality, pedagogical management,
educational innovation, learning environments
Resumen
La gestión pedagógica, la innovación educativa y los ambientes de
aprendizaje son componentes fundamentales que se complementan
entre sí para garantizar calidad educativa. El estudio que se presenta
es resultado del proyecto de investigación Calidad del proceso
educativo, a través de la gestión pedagógica, la innovación educativa
y los ambientes de aprendizaje, en instituciones de la Educación
General Básica ecuatoriana, desarrollado por estudiantes y docentes
de la carrera de Educación Básica del Instituto Superior
Universitario Espíritu Santos de la ciudad de Guayaquil, y tiene por
objetivo caracterizar el estado actual de la calidad de los procesos
educativos, a través de la gestión pedagógica, la innovación
educativa y los ambientes de aprendizaje, en instituciones educativas
de la ciudad de Guayaquil. La investigación siguió una metodología
cualitativa de tipo exploratoria y hermenéutica; se utilizó métodos
como el análisis-síntesis y el inductivo deductivo, dentro de los
empíricos se utiliza la observación, la encuesta, la entrevista y la
revisión documental; llegando a la conclusión de que cuando la
gestión pedagógica, la innovación y los ambientes de aprendizaje se
combinan de manera efectiva, se crean entornos educativo
enriquecedor que promueve el éxito académico, el bienestar
emocional y el desarrollo integral de los estudiantes, lo que se
traduce en calidad educativa.
Palabras clave: Calidad educativa, gestión pedagógica, la
innovación educativa, ambientes de aprendizaje
Introduction
The quality of educational processes is achieved through a balanced
combination of effective pedagogical management, educational
innovation and appropriate learning environments. These elements
not only contribute to the academic development of students, but
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also prepare new generations to face the challenges of the 21st
century and contribute to the development of society.
Ensuring that students have access to a quality, equitable and
excellent education that prepares them to be active and competent
citizens in a constantly changing world is an aspiration of every
education system. The Constitution of the Republic of Ecuador
stipulates that "the quality of education is a responsibility of the
state", and Article 346 states that "there will be a public institution,
with autonomy, comprehensive and external evaluation, which
promotes the quality of education" (Ecuador, Asamblea Nacional
Constituyente, 2008).
Technology has transformed the way teaching and learning take
place; digital tools, online platforms and innovative educational
resources offer new opportunities to personalise learning, increase
access to education and improve the quality of teaching. However,
this poses a challenge in terms of effective integration of technology
in the classroom, teacher training and digital equity. Quality
education must harness the potential of technology to improve
learning outcomes and prepare students to be responsible digital
citizens.
According to Hernández (2017) cited by (España & Vigueras, 2021),
ICT are considered part of educational innovation because of their
different applications for teachers and students in the development
of skills planned in the classroom and dynamised with the purpose
of changing the current reality, ideas, attitudes and methods, as well
as to intervene and improve the teaching process.
On the other hand, effective pedagogical management implies
quality in planning, organising, directing and evaluating the
educational process, which includes appropriate selection of
teaching objectives, content, methods and evaluation, as well as
attention to the diversity of students. However, in practice, a solid
pedagogical management that encourages the active participation of
students and promotes learning environments conducive to the
development of cognitive, social and emotional skills has not yet
been achieved (Spain & Vigueras, 20).
(España & Vigueras, 2021), consider that the relationship that exists
between planning and innovation with respect to the quality of
education is that both are aimed at the search for relevance and socio-
cultural nuances through the subjects who learn, who are the
spokespersons of social structural change.
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The article presents the main results of the diagnosis of the research
project "Quality of the educational process", carried out by students
and teachers of the Basic Education course at the Instituto Superior
Espíritu Santos in the city of Guayaquil, and its objective is to
characterise the current state of the quality of educational processes,
through pedagogical management, educational innovation and
learning environments.
Materials and methods
The research responds to a qualitative methodology, due to the active
and participatory participation of the research subjects in the study,
and its flexible design allows for the incorporation of unforeseen
findings for a better characterisation of the educational process,
through pedagogical management, educational innovation and
learning environments. The research is exploratory and hermeneutic,
its purpose is to analyse and interpret the information gathered from
the experience of the actors involved and the relevant documents that
regulate education; this allows for a holistic understanding of the
object of study based on evidence of the key aspects related to
educational quality: pedagogical management, educational
innovation and learning environments.
The scientific methods used are theoretical, analysis-synthesis and
inductive-deductive, which allow the authors to collect, analyse and
interpret information on educational quality, pedagogical
management, educational innovation and learning environments;
empirical methods used are observation, survey, interview and
documentary review; also used as a mathematical-statistical method
is the percentage analysis.
The research sample is made up of 90 basic education teachers, 233
students, 8 DECE professionals and 11 directors of private and
public educational institutions in the city of Guayaquil. The sample
of students is shown in Table 1.
Table 1. Sample of students
Muestra
Cantidad de estudiantes
Estudiantes Instituciones
privadas
145
62%
Estudiantes Instituciones públicas
88
38%
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Estudiantes sexo Femenino
129
55%
Estudiantes sexo Masculino
104
45%
Estudiantes de Básica Media
108
45%
Estudiantes de Básica Superior
125
54%
In the data collection process, a survey was applied to basic
education students in order to obtain information to characterise the
educational process through pedagogical management, educational
innovation and learning environments; semi-structured interviews
were also conducted with directors, DECE professionals and basic
education teachers from private and public educational institutions
in the city of Guayaquil.
Results
The diagnosis assumes the pedagogical and administrative
management dimensions established by MINEDUC by the National
System of Evaluation and Social Accountability (Ecuador, Ministry
of Education):
In relation to the pedagogical management dimension, the main
results of the survey of 90 basic education teachers from private and
public educational institutions in the city of Guayaquil are presented
first.
In response to the question related to diagnosis and its role in
curriculum design, the following results are presented: 47% of
teachers state that they sometimes carry out curriculum planning
based on the results of the diagnosis, 24% respond that they always
use this technique as a starting point for curriculum planning, and
29% admit that they do not carry out diagnosis prior to curriculum
design and planning (see Table 2).
The lack of diagnosis for curriculum planning represents a
significant challenge in the educational field, because this technique
provides valuable information on the needs, skills and knowledge of
students, which is essential for the design and planning of the
curriculum at all levels. When the starting point is not a diagnosis,
curriculum planning does not respond to the individual needs of each
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student, which means an education that is not very inclusive; in this
case, teaching does not adjust to the reality of the students, causing
their lack of motivation for learning.
With regard to the question related to the design of study materials
and teaching resources in accordance with the curriculum planning,
57% of the teachers surveyed stated that they do design study
materials and teaching resources in accordance with the curriculum
planning; however, 38% of the teachers stated that they do not (see
table 2). The results of this question have implications for the quality
of the educational process, because when teachers design study
materials and teaching resources in line with curriculum planning,
there is a greater likelihood of systematicity and coherence in student
learning. This ensures that the content taught is in line with the
established objectives, which promotes meaningful and
developmental learning.
35% of the teachers consider that they promote reflection, enquiry,
analysis and debate in their classes; 58% only achieve this
sometimes and 7% never (see table 2); this indicates that there is a
significant gap between the intention and practice of promoting
reflection, enquiry, analysis and debate in the classes. The fact that
only 35% of teachers consider that they do this consistently indicates
that there is an important area for improvement in teaching. The
discrepancy between intention and practice may be subject to a
variety of reasons, such as: teachers with little capacity to integrate
active methodologies into lessons effectively, pressures to comply
with the curriculum, assessment standards, and other external factors
that also play a role in this problem, such as class time and resources
available to devote to activities that encourage in-depth reflection
and discussion.
With regard to the appropriate use of ICT in the teaching-learning
process, 49% of the teachers surveyed consider that they always
promote the appropriate use of ICT in their classes; however, it is
important to bear in mind that 36% of the teachers consider that they
only sometimes achieve this and 14% state that they never promote
the appropriate use of technological tools in the teaching-learning
process (see table 2).
This response highlights an important concern about the effective
use of Information and Communication Technologies (ICT) in the
teaching-learning process. While a significant percentage of teachers
claim to always promote the appropriate use of these tools, there is a
considerable proportion who recognise difficulties in achieving this
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goal. This gap can be attributed to various factors, such as the poor
development of computer skills, limited space for teacher
preparation in relation to the effective use of ICT in the classroom,
and last but not least, the fact that technological or infrastructural
barriers hinder their integration.
According to the survey of Basic Education teachers, the
technological resources most used by teachers in the teaching-
learning process are: videos, PowerPoint presentations and social
networks; and the least used are: discussion forums, infographics,
software and Prezi.
The fact that the technological resources most used by teachers in
the teaching-learning process are videos, PowerPoint presentations
and social networks reflects the prevalence of multimedia tools and
communication platforms in the current educational environment.
Videos are an effective tool for presenting information in a visual
and dynamic way, allowing teachers to incorporate multimedia
content, such as images, graphics and animations, to enrich the
students' learning experience. PowerPoint presentations, on the other
hand, allow information to be organised and presented in a structured
and visually appealing way, which facilitates students'
understanding and retention of concepts; and social networks
encourage debate and discussion, and promote students' active
participation in the teaching and learning process.
On the other hand, the least used technological resources according
to the results of this question may reflect less familiarity or
accessibility on the part of teachers, as well as technical or
infrastructure barriers that limit their adoption.
When teachers were asked whether they allow students to question
their learning and seek alternative explanations or solutions to their
questions, results were obtained that highlight a crucial dynamic in
the teaching-learning process: fostering students' ability to question
their learning and seek alternative explanations or solutions to their
questions. The distribution of responses among the teachers
surveyed reveals a variety of approaches and practices in this regard.
The fact that 50% of teachers consider that they always allow
students to question their learning and seek alternative explanations
or solutions indicates a strong commitment to the development of
critical thinking and student autonomy. This approach suggests an
openness to exploration, experimentation and debate within the
classroom, which can foster a dynamic and developmental learning
environment (see table 2).
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Another important finding from the teacher survey is the fact that
only 20% of teachers responded that they develop innovative
practices in the teaching-learning process, suggesting that innovation
is not yet a widespread feature in education. This may be due to a
variety of factors, such as lack of training in new pedagogical
methodologies, resistance to change, or lack of resources and
institutional support for the implementation of educational
innovations (see Table 2).
The innovative strategies most frequently used in the classroom by
teachers are: Project Based Learning (PBL), Educational
Gamification, Cooperative Learning and Technology Integration;
and the least used are: Flipped Classroom, Adaptive Teaching and
Virtual and Augmented Reality.
The preference for these innovative strategies reflects the growing
importance of student-centred pedagogical approaches and the use
of digital tools to enhance the educational experience and foster
meaningful learning. Project Based Learning (PBL) is a strategy that
engages students in solving real-world problems through the
completion of projects; on the other hand; Educational Gamification
incorporates elements such as challenges, rewards and competitions,
gamification increases student participation and engagement with
their learning. Cooperative Learning promotes collaboration among
students to achieve common goals. This strategy fosters teamwork,
effective communication and the development of social skills, while
promoting a supportive and comradely atmosphere in the classroom;
and the Integration of Technology in the classroom is fundamental
to prepare students for the digital world in which they live.
Another result obtained, in relation to learning environments,
specifically the use of laboratories, indicates that few teachers use
laboratories for lectures and/or practicals. The fact that 52% of the
teachers surveyed do not use the laboratories for lectures and/or
practicals suggests a significant under-utilisation of these resources.
Laboratories provide a practical and experimental environment that
can complement and enrich theoretical teaching in many disciplines,
from the sciences to the arts. The lack of utilisation of these spaces
can limit opportunities for hands-on learning and active exploration
of concepts and theories by students (see table 2).
Within the Pedagogical Management criterion, the response to the
last question indicates that more than 50% (see table 2) of the
teachers surveyed agree that pedagogical management, educational
innovation and learning environments complement each other and
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ensure quality education. The consensus among the majority of
teachers surveyed on the relationship between these components
highlights the importance of a holistic approach to ensure quality
education.
Pedagogical management is fundamental in laying the foundations
for an effective learning environment. On the other hand,
educational innovation encourages the use of new methodologies,
technologies and pedagogical approaches that promote meaningful
and developmental learning. Innovative practices in education
enable the design of inclusive educational programmes and the
implementation of active, participatory and collaborative teaching
methods. Educational innovation challenges traditional practices and
seeks to optimise the teaching-learning process in order to improve
educational processes. Learning environments play a crucial role in
educational success. A good learning environment promotes active
student participation, fosters collaboration and the exchange of ideas
and experiences, and creates opportunities for exploration and
discovery. Together, effective pedagogical management,
educational innovation and appropriate learning environments
complement each other to ensure quality education.
Table 2. Pedagogical management survey results.
1. ¿Realizas diagnóstico como punto de partida para la
Planificación Curricular?
Siempre
22
24%
A veces
42
47%
Nunca
26
29%
2. ¿Diseñas materiales de estudio y recursos didácticos, de
acuerdo con la planificación curricular?
Siempre
51
57%
A veces
34
38%
Nunca
5
5%
3. ¿En las clases promueves la reflexión, la indagación, el
análisis y el debate?
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Siempre
32
35%
A veces
52
58%
Nunca
6
7%
4. ¿Promueves el uso adecuado de las TIC dentro del proceso
de aprendizaje los estudiantes?
Siempre
44
49%
A veces
32
36%
Nunca
14
15%
5. ¿Los estudiantes cuestionan su aprendizaje y buscan
alternativas de solución a sus cuestionamientos?
Siempre
52
50%
A veces
33
42%
Nunca
5
8%
6. ¿Desarrollas prácticas innovadoras en el PEA?
Siempre
18
20%
A veces
63
70%
Nunca
9
10%
7. ¿Utilizas los Laboratorios para la impartición de clases y/o
prácticas?
Siempre
17
19%
A veces
26
29 %
Nunca
47
52%
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8. La gestión pedagógica, la innovación educativa y los
ambientes de aprendizaje se complementan y garantizan
educación de calidad.
Muy de acuerdo.
27
30%
De acuerdo.
51
57%
Ni de acuerdo ni en desacuerdo.
7
8%
En desacuerdo.
3
3%
Muy en desacuerdo
2
2%
In relation to pedagogical accompaniment, it can be said that, despite
the fact that it is integrated as a component in the Ecuadorian
curriculum model, only 31% of the teachers surveyed indicate that
their schools offer this type of support. In contrast, 29% indicated
that no pedagogical support and accompaniment processes are
carried out in their institutions, while 40% acknowledged that it is
carried out only occasionally. These data indicate that the process of
pedagogical accompaniment is not yet fully institutionalised in
schools, which limits the continuous improvement of teaching
practice and has a direct impact on the academic performance and
comprehensive development of students.
According to the data obtained in the survey, 65% of teachers
indicate that their merits are not recognised by educational
institutions; the fact that most teachers feel that their merits are not
recognised has negative implications for the quality of teaching, and
can lead to demotivation among teachers, teacher desertion, and a
working environment that is not conducive to ensuring quality and
equity in education. Hence the importance for educational
institutions to develop actions to value and recognise the
achievements of their teachers, thus fostering a positive working
environment conducive to professional growth and student success.
The majority of the teachers surveyed acknowledged that the
institution has a professional development plan for teachers.
However, 48% consider that this plan does not respond to the actual
training needs of teachers. This discrepancy suggests a mismatch
between supply and demand for professional development, and may
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be the result of a lack of understanding on the part of managers of
the real needs of teachers or a disconnect between institutional
priorities and the needs of teaching staff. There is a need for a
process of in-service training that encourages the active participation
of teachers and takes into account the relationship between the
individual needs of teachers, institutional demands, socio-cultural
characteristics and the requirements of Ecuadorian Basic Education.
Analysis and discussion of the main results of the survey of DECE
professionals and Basic Education teachers.
The results obtained by teachers and educational psychologists in
relation to school coexistence are as follows:
In 58% of the educational institutions participating in the research
they have a Student Counselling Service Department, the rest (42%)
do not have this department, according to the respondents usually an
educational psychologist attends them once a month. The reality is
that students face a variety of emotional and psychological
challenges that are reflected in their behaviour at school, ranging
from academic performance to personal and family problems.
Having a Student Counselling Service Department in an educational
institution is essential because it offers emotional and psychological
support to students by professionals specialised in this area.
According to the data obtained in the survey, 46% of the teachers
and educational psychologists state that the educational institutions
where they work have a plan of action for prevention and attention
to situations that violate the rights of children and adolescents; a
significant fact is that 34% of those surveyed do not know if such a
plan exists and 20% state that in the educational institutions where
they work there is no plan of action for prevention and attention to
situations that violate the rights of children and adolescents. These
data underline the importance and urgency of implementing and
socialising with the educational community the plans of action for
prevention and attention to situations that violate the rights of
children and adolescents in educational institutions. The
implementation of these plans contributes to creating a culture of
respect, inclusion and protection throughout the educational
community.
Other highly relevant information obtained in the survey is that only
31% of teachers say they are sufficiently prepared to identify any
case of violation of the rights of children and adolescents; 27% say
they are poorly prepared and 22% say they are not prepared to
identify cases of violation of the rights of their students. This
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information represents a significant challenge that requires urgent
attention; it is essential to provide teachers with the necessary
training, support and resources to ensure the comprehensive
protection of students and to promote a safe, inclusive and respectful
school environment.
Forty-seven per cent of respondents indicate that records of students
with special educational needs are kept in educational institutions,
while 23% lack knowledge on this issue and 30% state that there are
no such records. Regarding the registration of students in vulnerable
situations, the results do not differ significantly, with 40% of
respondents stating the existence of such registers, 32% being
unaware of their existence or absence, and 28% indicating that their
educational institutions do not register students in vulnerable
situations. These data reveal a worrying situation: having registers
of students with special educational needs and in vulnerable
situations in educational institutions is fundamental to guarantee
inclusion and equitable access to education. These registers provide
key information on the specific needs of students and enable
appropriate measures and resources to be implemented to support
their learning and all-round development.
The last indicator to be evaluated within school coexistence is related
to the educational actions developed by educational institutions in
the community for the prevention and care of students with SEN and
in situations of vulnerability. The results obtained lead us to reflect
on this problem. The fact that only 23% of those surveyed responded
that educational institutions do carry out activities with the
community for the prevention and care of students with SEN and in
situations of vulnerability demonstrates the gap that exists between
educational institutions and the community and the need to promote
a culture of inclusion and respect for diversity through the
educational community.
The rights of children and adolescents in Ecuador are supported by
the Constitution of the Republic, international treaties, the Code of
Children and Adolescents, and the LOEI, among others. Developing
educational actions for the prevention and care of students with SEN
and in vulnerable situations is a requirement to comply with these
legal and regulatory obligations, and to ensure that the rights of all
students are respected.
Analysis and discussion of the main results of the survey of students
in Basic Education.
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29% of the students surveyed consider that reflection, enquiry,
analysis and debate are promoted in classes; 35% say that sometimes
this is achieved, while 36% of the students perceive that reflection,
enquiry, analysis and debate are never promoted in classes (see table
3). These data reveal a significant discrepancy between students' and
teachers' perceptions regarding the promotion of reflection, enquiry,
analysis and discussion in the teaching-learning process. Although,
students' perceptions may be subjective and influenced by multiple
factors, such as their individual expectations, previous experiences
and learning preferences, it is necessary for both teachers and
students to recognise the importance of developing these skills in
order to achieve meaningful learning.
Another piece of information obtained in the survey that merits in-
depth analysis is related to virtual learning environments, where only
9% of the students say they strongly agree that VLEs favour the
construction of knowledge and 23% agree, the rest of the students
surveyed responded unfavourably (see table 3). Students' perception
of the effectiveness of VAS for knowledge construction is crucial,
because this can influence their engagement, motivation and
academic performance.
In relation to the use of technological resources by teachers to favour
the construction of learning (see table 3), the results demonstrate the
need to raise awareness among managers and teachers about the role
of ICT in contemporary education; technological resources enrich
teaching by providing access to diverse educational resources,
facilitate communication between teachers and students, and foster
collaboration and creativity. It is important to consider that the use
of ICT is not enough to simply incorporate technology in the
classroom; it is essential that it is used, but in a thoughtful way and
with a clear educational purpose. The fact that more than 60% of the
students surveyed rate their teachers' use of technology as fair to very
poor suggests inconsistencies between the way these tools are used
in the teaching-learning process and the pedagogical approach
assumed by the Ecuadorian educational model.
Among the technological resources most used by teachers in the
teaching-learning process, according to the students surveyed, are
videos, PowerPoint presentations and social networks; and among
the least used are discussion forums, infographics, software and
Prezi; this fully coincides with the teachers' response and indicates
that the potential of ICT in the educational process is not yet being
fully exploited; it is necessary to explore new tools that enrich the
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educational experience and meet the needs of students in the digital
era.
In relation to the innovative teaching resources used by teachers in
the classroom, the data obtained in the survey (see table 3) is very
significant, revealing a problem that requires exhaustive research:
the notable discrepancy between the perception of students and
teachers in relation to the implementation of innovative teaching
strategies and resources in teaching practice, a fact that can have a
negative impact on the quality of the educational process. According
to the students and coinciding with the teachers' answers, the most
used innovative strategies in the classroom are Project Based
Learning (PBL), Educational Gamification, Technology Integration
and Cooperative Learning; the least used are Universal Design for
Learning (UDL), Adaptive Teaching, Virtual and Augmented
Reality and Flipped Classroom.
It is important to stress that all innovative strategies have the
potential to improve educational quality and promote meaningful
learning for students. The choice of the appropriate strategy depends
on the specific needs and characteristics of each group of students
and the educational context in general.
The perception of the quality of education that students receive is a
very relevant issue; data from the student survey reveal that 21% of
students consider the education they receive to be very good, 23%
rate it as good, 28% perceive it as average. However, what is most
worrying is that the rest of the students surveyed, who comprise a
significant percentage, rate the quality of education as poor to very
poor (see Table 3).
Table 3. Student surveys.
1. ¿Las clases son espacios que favorecen la reflexión, la
indagación, el análisis y el debate?
Siempre
67
29%
A veces
82
35%
Nunca
84
36%
2. ¿Los ambientes de aprendizajes virtuales favorecen la
construcción del conocimiento?
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Muy de acuerdo.
21
9%
De acuerdo.
52
23%
Ni de acuerdo ni en desacuerdo.
89
38%
En desacuerdo.
33
14%
Muy en desacuerdo
38
16%
3. ¿Los docentes utilizan recursos tecnológicos para favorecer
la construcción de tu aprendizaje?
Siempre
47
20%
A veces
84
36%
Nunca
102
44%
4. ¿Cómo calificas el uso de la tecnología por parte de los
docentes?
Muy bueno
46
20%
Bueno
33
14%
Regular
61
26%
Malo
52
22%
Muy malo
41
18%
5. ¿Los docentes utilizan recursos didácticos innovadores en
clases?
Siempre
32
14%
A veces
98
42%
Nunca
103
44%
6. ¿La IE cuenta con laboratorios?
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Si
123
53%
No
110
47%
7. ¿Cómo calificas la educación que recibes en tu escuela o
colegio?
Muy buena
49
21%
Buena
54
23%
Regular
65
28%
Mala
47
20%
Muy mala
18
8%
En la relación al aprendizaje y la motivación hacia el estudio, se les
pide a los estudiantes encuestados ordenar cronológicamente las
asignaturas que más les gustan, enumerando del 1 al 7, siendo 1 la
que más le gusta y 7 la que menos; según los resultados obtenidos,
las asignaturas que más les gustan a los estudiantes y a las que le
dedican más tiempo de estudio son: Matemática, seguida de
Educación Física, Lengua y Literatura e Idioma extranjero; con
relación a las que menos les gustan a los estudiantes, están: Ciencias
Sociales, Ciencias Naturales y Educación Artística.
Datos que en cierta medida concuerdan con los estudios realizados
por (Díaz, 2022) que en su investigación identifica entre las
asignaturas de mayor preferencia de los estudiantes la Matemática,
la Lengua Extranjera (inglés) y la Lengua y Literatura. En cambio,
los estudios realizados por (Vázquez y Massanero, 2007; Cuevas,
Hernández, Leal, y Mendoza Torres, 2017; Toma, Ortiz-Revilla, y
Greca, 2018), las ciencias atraen más a los estudiantes de Educación
Primaria que a los de otros niveles, situando a la asignatura de
Matemática en los puestos más altos (Valero & Coca, 2021).
(Ricoy & Sánchez, 2016) realizan un estudio de las asignaturas
favoritas y las que le producen hostilidad al alumnado, por género;
donde se evidencia que las materias favoritas de las alumnas son las
de Lenguas, mientras que los estudiantes (masculino) presentan una
predilección por las de CC EE; datos que no coinciden con los
obtenidos en esta investigación, pero que resultan de gran interés y
ameritan de un estudio más profundo.
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Análisis y discusión de los principales resultados de las entrevistas
realizadas a directivos de la Educación Básica.
La percepción de los directivos entrevistados sobre la calidad
educativa en la institución que dirigen refleja cierta similitud con
relación a los factores que inciden en el proceso educativo. La
mayoría de los entrevistados destacan como un aspecto sólido y
efectivo la gestión pedagógica; esto indica que la institución cuenta
con un enfoque educativo bien estructurado y ejecutado, lo que
contribuye significativamente a la calidad de la enseñanza y el
aprendizaje. Este reconocimiento por parte de los directivos indica
un compromiso con la excelencia académica y el desarrollo integral
de los estudiantes.
Sin embargo, los directivos también reconocen que la calidad
educativa no se limita exclusivamente a la gestión pedagógica. La
infraestructura física y tecnológica juega un papel crucial en el
entorno de aprendizaje. Un ambiente adecuado y equipado con
recursos tecnológicos actualizados facilita la implementación de
metodologías educativas innovadoras y el acceso a información
relevante, enriqueciendo así la experiencia educativa de los
estudiantes.
Con relación a la innovación educativa, los directivos entrevistados
no muestran mucho interés en este tema, en sus respuestas no se
logra distinguir los ámbitos temáticos o tipos de innovación
educativa que más utilizan los docentes en el proceso de enseñanza
aprendizaje; estos consideran que hay otros aspectos más urgentes o
prioritarios en la gestión educativa de la institución, como la mejora
de la infraestructura, el desarrollo profesional del personal docente y
la optimización de los recursos disponibles.
Según los directivos entrevistados los recursos tecnológicos más
utilizados por los docentes en el aula son Vídeos y Presentación
PowerPoint; este resultado subraya la necesidad de actualizar a
docentes y directivos sobre el uso de las TIC en el ámbito educativo.
Si bien los vídeos y las presentaciones en PowerPoint son
herramientas valiosas, existen otras tecnologías y recursos digitales
que pueden enriquecer aún más la enseñanza y el aprendizaje. Estos
incluyen plataformas de aprendizaje en línea, aplicaciones
interactivas, simulaciones, juegos educativos, herramientas de
colaboración en tiempo real, entre otros.
Análisis y discusión de los principales resultados de la Revisión
Documental.
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Los documentos objeto de revisión son la Planificación Curricular
Institucional (PCI), la Planificación Curricular Anual (PCA) y la
Planificación micro curricular.
Se puede constatar en esta etapa del diagnóstico que las
Planificaciones Curriculares Institucional (PCI) revisadas se
fundamentan en el Currículo Nacional y las normativas vigentes.
Aunque, no queda muy claro en este documento el tratamiento a la
inclusión, la interculturalidad y el uso adecuado de las TIC; siendo
esto un hecho muy preocupante para los investigadores.
En relación con la Planificación Curricular Anual (PCA), se verifica
que responde a la planificación Curricular Institucional. Sin
embargo, se identifican otros problemas que van desde su
concepción hasta su puesta en práctica, dentro de los que caben citar:
Falta de elementos de adaptación curricular para los estudiantes con
NEE.
Por lo general no se contempla desde el PCA el uso adecuado de las
TIC.
No siempre los docentes que imparten las asignaturas participan en
el diseña del PCA.
Estos resultados son alarmantes, el PCA es fundamental para
asegurar que el currículo responda a las necesidades, intereses y
características específicas de la comunidad educativa. Esto implica
tener en cuenta el contexto sociocultural, económico y geográfico en
el que se encuentra la institución, así como las características
individuales de los estudiantes. Por otra parte, es esencial que desde
el PCA se contemple el uso adecuado de las TIC, lo que requiere de
enfoques pedagógicos diferenciados y estrategias de enseñanza
innovadoras. La falta de estos elementos en el PCA puede resultar
en la exclusión de los estudiantes, lo que va en contra de los
principios de equidad e inclusión establecido como principios de la
educación ecuatoriana. Por otro lado, la falta de participación de los
docentes en el diseño del PCA es un problema que puede afectar la
calidad de la enseñanza.
La principal limitación del PCA radica en su naturaleza generalizada
y predefinida. Al ser diseñada antes de que los docentes tengan la
oportunidad de interactuar con sus estudiantes carece de información
detallada sobre las habilidades, intereses, estilos de aprendizaje y
necesidades particulares de cada estudiante.
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El PCA puede no ser lo suficientemente flexible como para adaptarse
a las dinámicas y desafíos específicos que surgen en el proceso
formativo. Pero, en contraste la Planificación Microcurricular se
realiza en función de las características del estudiante y del grupo, lo
que la hace más adaptable y sensible a sus necesidades y a los
cambios del entorno; su flexibilidad indica que los docentes pueden
realizar ajustes en función de las observaciones áulicas, los
resultados de las evaluaciones y las necesidades emergentes de los
estudiantes; lo que favorece aprendizaje significativo.
Sin embargo, en la planificación micro curricular se pudo constatar
dificultades, tales como:
• Objetivos que no se derivan de otros más generales y por
tanto no obedecen al proceso como tal.
• Clases y otras actividades sin objetivos formulados o
declarados desde la planificación o determinados, pero mal
formulados.
• Incorrecta determinación de la destreza con criterio de
desempeño.
• Limitado uso de métodos de enseñanza activos y estrategias
metodológicas sin relación con las destrezas.
• Poco conocimiento de los instrumentos de evaluación.
Discussion
From the data provided by the teacher survey it was clearly
demonstrated that a significant proportion of teachers feel that they
lack sufficient preparation to effectively use ICT in the teaching-
learning process, develop innovative educational practices, and
create learning environments that favour reflection, enquiry, analysis
and debate; fundamental elements for the development of critical
thinking, problem-solving skills and the development of meaningful
learning.
The majority of teachers stated that they sometimes develop
innovative practices in the teaching and learning process, which
showed a degree of openness towards innovation, but also revealed
that these practices are not an integral part of their educational
approach, reflecting a willingness to experiment with new ideas and
approaches, but also the existence of obstacles that limit the constant
adoption of innovative classroom strategies.
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The majority of managers showed little familiarity with the concepts
and practices related to educational innovation, which may be due to
a lack of specific training on this topic, resistance to change and/or
to the adoption of new methodologies or educational approaches.
The diagnosis revealed a significant discrepancy between students'
and teachers' perceptions of the quality of the education they receive,
the effective use of ICT, the development of innovative strategies,
and learning environments that favour reflection, enquiry, analysis
and debate; demonstrating the urgent need to address these perceived
deficiencies and work towards improving educational quality.
In the documentary review, problems were identified from the PCI
to the micro-curricular design; fundamentally related to the initial
diagnosis, the determination and formulation of the non-
personological components of the teaching-learning process; the
insufficient use of ICT, active methodologies and innovative
strategies; and the lack of knowledge of curricular adaptations for
the attention of students with SEN; showing that in general the
curricular plans are decontextualised, do not respond to the
particularities of the students nor to the social demands, which is
detrimental to an educational process with quality.
In order to guarantee an education that meets social needs and
expectations, it is necessary to have a solid and effective pedagogical
management, appropriate infrastructure to develop the educational
process, technological resources that facilitate learning, a continuous
training process that contributes to the professional development of
teachers, which translates into efficient pedagogical performance;
and learning environments based on respect, attention to diversity,
and centred on the active participation of students in the construction
of knowledge.
References
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content/uploads/downloads/2012/08/Constitucion.pdf
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Ecuador, Minesterio de Educación. (s.f.). MINEDUC. Obtenido de
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