Teacher's perception of their performance in the face of curricular changes

Julia Villa Calderón A.; Augusto Gutiérrez Mendoza J.; Daniel Félix Benites E.; Suaña Díaz O. · Encuentros (Maracaibo) (2024) · DOI: 10.5281/zenodo.11121918

Resumen

The present study was developed with the objective of analyzing the perception that teachers have of their performance in relation to curricular changes. As for the methodology, it was oriented to the qualitative approach under a case study design; the interview was used as a collection technique. As a result, teachers feel that the constant curricular change demands a lot of time and undermines their willingness to manage activities, due to differences in conceptions that they understand as adequate and that are subject to traditional education. As conclusions, it was detected that teachers' perception leads to a negative experience that affects their professional practice and develops in conditions that prevent them from actively participating as creative managers of the teaching process. The main value of this article is to promote the monitoring of the curriculum as a guideline for the current educational process.

Instituciones: Universidad Nacional José María Arguedas