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Concepciones de docentes en formación acerca de la educación rural
(Pontificia Universidad Católica del Perú, 2024-07-04)
The teacher is one of the main actors in the learning process and his or her belief system influences his or her pedagogical practice. The objective of this research is to identify the conceptions of a group of education students in a highland province of Peru about rural education, their role in it and the characteristics of the students. A qualitative study using a semi-structured interview is proposed. The results showed that the participants recognize the cultural value of rurality and the needs and rights of its inhabitants, however, they continue to relate them to poverty and less development, which can be translated into discourses that transmit a hopeless and disadvantaged vision. Stereotypical conceptions of rural students were also identified, which may influence the construction of teachers’ expectations and have an impact on their performance and students’ academic achievement. Finally, there is evidence of limited knowledge about rural schools and multigrade education, which may be one of the reasons why they consider multigrade education as a negative characteristic of rural schools.
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Augmented reality: Prototype for the teaching-learning process in Peru
(Science and Information Organization, 2022-01-01)
In recent years, augmented reality is playing an important role in the world of mobile technology, since it is a way to facilitate the teaching-learning processes, this easy teaching-learning process generates a great contribution in companies, either creating opportunities or changing the way in which companies approach and interact with their end customers, this can mean a remarkable growth of the organization, that is why in this work an augmented reality prototype has been made using the methodology Scrum at the University of Sciences and Humanities of Lima-Peru, but with a focus on the nursing career. Knowing that the problem is the limited learning that students acquire in the classrooms, for which, we want to make use of augmented reality, so that this improves the form of education that is provided to university students. The result obtained, from developing the case study, was an augmented reality prototype for the improvement of education at the University of Sciences and Humanities of Lima-Peru, which shows a virtual model (it depends on the image shown), able to interact with the user, making it attractive and motivating for the student, this prototype was achieved, using Unity (3D development platform, Vuforia (augmented reality software development kit), Microsoft Visual Studio (integrated development environment), the Scrum Methodology (Scrum Pillars, Product Backlog, Product Backlog Estimation, Speed, Backlog Prioritization and Sprint Planning) and the C# Language (C Sharp).
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La práctica pedagógica de docentes de escuelas en tiempos de pandemia
(Pontificia Universidad Católica del Perú, 2022-07-01)
El tema de este estudio es la práctica pedagógica docente durante la pandemia. El objetivo de la investigación es analizar la práctica pedagógica de docentes del nivel inicial y primaria en tiempos de pandemia. Es un estudio cualitativo que recogió información con una entrevista semiestructurada por medio de la plataforma Zoom. Luego del análisis de todos los hallazgos, se obtuvieron las siguientes conclusiones. La interacción docente-estudiante ha sido un gran reto debido a las dificultades tecnológicas, por lo que la motivación con diversas estrategias y el trabajo con padres ha resultado un óptimo método para enfrentarlo; también, el proceso educativo se ha visto afectado por diferentes dificultades del contexto individual de cada estudiante, lo que ha ocasionado una mayor carga laboral para las docentes y, finalmente, el proceso reflexivo ha posibilitado que las docentes cuestionen su práctica y la transformen en la búsqueda de un óptimo ejercicio pedagógico.
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Use of Nearpod and Blum Modeling to Strengthen the Academic Performance of University Students in Mathematics
(Richtmann Publishing Ltd, 2023-09-01)
The method used by educators at the higher level is not usually the most appropriate, which usually affects the learning process of students and, in turn, their academic performance. The main of this study is to demonstrate that Blum's modeling and the use of the Nearpod strengthen academic performance in the mathematics course in university students. Method. applied typology, quantifiable approach, explanatory level and pre-experimental design, likewise, the sample consisted of 30 university students, to whom a questionnaire created and validated by the researcher was applied. RESULTS. they indicate that Blum's modeling and the use of the Nearpod strengthen academic performance (p=0.000<0.05). Discussion. Using the Nearpod as a tool to improve academic performance is effective, because it presents characteristics that motivate the student to learn.
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University Professors’ Subjective Theories About Teaching Roles
(Emerson de Pietri, 2023-01-01)
The study of the subjective theories of university professors has become relevant due to the transformation that educational institutions are having and the effect they have on pedagogical practice. University professors are not necessarily prepared to face these changes, nor do they have enough spaces to reflect on the role they should play. Being subjective theories cognitions of hypothetical structure that guide behavior and are based on people’s experiences, this research aims to understand the subjective theories about their role in teaching of university professors of a management career. The participants were two expert university professors and two novice professors that were interviewed with a semi-standardized interview, and were observed on their classes, and, later, they were invited to express their degree of agreement to the formulated theories with the application of a structure generation technique. The main subjective theories about the teaching role addressed the role of the participants as teachers, researchers, tutors, advisors, counselors, and their role in social responsibility. The main conclusion was that the subjective theories of expert professors are based on the reflection of their life experiences in general, while that of novice teachers, on the replication or application of their school, university, or postgraduate experiences. This is because expert teachers have had the opportunity to make an important collection of experiences, reflect on their subjective theories, and make decisions that allow them to practically address the pedagogical challenges they encounter; while novice professors, not having had a broad teaching career, are based on their experiences as students and, from there, they direct their pedagogical action. Therefore, subjective theories contribute to understand the roles that expert and novice teachers have built when facing the new challenges that university teaching brings in the 21st century.
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Teaching Around the Globe
(Oxford University Press, 2023-07-18)
Teaching is global, so the purpose of this chapter is to provide an international perspective on classroom instruction. In the first part, the authors summarize findings from two international investigations (conducted by others). The first is a video observational study involving eight nations reporting their typical teaching practices in terms of classroom management, social-emotional support, and quality of instruction. The second is a survey-based study involving 19 nations in which teachers self-reported their job satisfaction and teaching efficacy. In the second part, the authors invite educators from 19 different countries to participate in a virtual roundtable discussion to communicate what is special about teaching in their particular nation. Each educator answered this question: What can the rest of the world learn from what teachers in your nation do so well? The roundtable participants highlight their teachers’ work ethic, engagement in professional learning communities, commitment to inclusion and democratic education, and opportunities for both autonomy and collaboration.
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Teaching and Learning Design Management Tools During the Sanitary Emergency
(Technical University of Madrid, 2023-04-30)
Durante el año 2020, la normativa de la emergencia sanitaria obligó a las universidades a impartir la docencia bajo la modalidad de enseñanza a distancia, lo que representó un desafío en el diseño de cursos que requieren una alta efectividad. El propósito de este trabajo es presentar las estrategias que se aplicaron con éxito durante la enseñanza y aprendizaje de las herramientas de gestión del diseño de un proyecto de edificación, implementadas en un curso de la maestría en Ingeniería Civil de la Pontificia Universidad Católica del Perú. La metodología consideró el efecto de la Pandemia del Covid-19 y tuvo como objetivo desarrollar habilidades blandas y empleabilidad, para lo cual se propuso un uso equilibrado de plataformas colaborativas virtuales, así como software para videoconferencia y laboratorios. Por otro lado, durante esta asignatura, los estudiantes desarrollaron una propuesta de planificación y gestión integrada de la fase de diseño utilizando herramientas de guías y directrices de sistemas de gestión de proyectos. Bajo este marco, se analizó la participación de los interesados, la toma de decisiones multicriterio, el desarrollo de los entregables del diseño del proyecto y la secuencia del proyecto. El éxito de esta metodología se refleja en la alta calidad de los trabajos y exposiciones finales, el resultado de las encuestas realizadas -eficacia del 99%-, y en las oportunidades de mejora detectadas. Se diseñó e implementó una asignatura no presencial flexible y exitosa, que podría adaptarse a la modalidad Blended Learning.AbstractDuring the year 2020, the sanitary emergency norm forced universities to teach under the remote learning method, representing a challenge of designing courses that require high effectiveness. The purpose of this work is to present the strategies that were successfully applied during the teaching and learning of design management tools for a building project, implemented in a course of the Civil Engineering master of the Pontifical Catholic University of Peru. The methodology considered the effect of the Covid-19 Pandemic and had as objective to develop soft skills and employability, for which a balanced use of virtual collaborative platforms as well as software was proposed for videoconference and laboratories. On the other hand, during this subject, students developed a proposal for integrated planning and management of the design phase using tools of norms and guidelines of construction management systems. Under this framework, the participation of stakeholders, multicriteria decision making, development of project design deliverables and project sequence was analyzed. The success of this methodology is reflected in the high quality of final papers and expositions, the result of surveys taken - effectiveness of 99%-, and in the improvement opportunities detected. A flexible and successful non-face to face subject was designed and implemented, which could be adapted to the Blended Learning modality.
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Strategies and Virtual Tools for Teaching Building Construction to Civil Engineering Undergraduates: A Case Study
(Technical University of Madrid, 2023-12-31)
El objetivo de este trabajo es mostrar las técnicas efectivas empleadas para enseñar construcción de edificaciones en el tercer año de un programa de la carrera de ingeniería civil de la Pontificia Universidad Católica del Perú. Este enfoque implicó integrar plataformas virtuales y software para realizar videoconferencias y laboratorios en las que se utilizan herramientas como Building Information Modeling (BIM) y Lean Construction, entre otras. Esta metodología balanceada sirve como un modelo exitoso para impartir conocimientos sobre la construcción de edificaciones. Las visitas a obra se simularon mediante recorridos virtuales creados con la tecnología scanner laser, fotogrametría y BIM. Los gemelos digitales generados se colocaron en plataformas en línea y los estudiantes recorrieron interactivamente el proyecto de construcción. Adicionalmente, los estudiantes desarrollaron planos de layout utilizando modelos BIM 3D y 4D. Durante la asignatura también se instruyó a los alumnos en el análisis de precios unitarios y en las mediciones de las actividades de obra a través de la metodología BIM con software 5D, teniendo como resultado el desarrollo de los presupuestos. La efectividad de esta metodología se evidencia en la alta calidad de los trabajos académicos, evaluaciones y encuestas realizadas a los estudiantes. Esta propuesta también ganó el Premio a la Innovación y Mejores Prácticas en Docencia convocado por la Pontificia Universidad Católica del Perú, concurso en donde un jurado internacional de expertos especializados en innovación docente evaluó el desarrollo de competencias genéricas y habilidades colaborativas generadas, destacando la claridad, alineación curricular y el carácter sostenible y transferible de la innovación implementada.AbstractThe objective of this report is to showcase the effective techniques employed to teach building construction in a third-year civil engineering program at Pontifical Catholic University of Peru. This approach involves integrating virtual platforms and software for video conferences and laboratories, while utilizing tools like Building Information Modeling and Lean construction, among other systems. This balanced methodology serves as a successful model for imparting knowledge on building construction. Construction site visits were simulated by virtual tours created using scanner laser technology, photogrammetry, and BIM. The generated digital twins were placed on online platforms. Students interactively toured the construction project with input from professionals managing the project. Additionally, students developed layout plans using 3D and 4D BIM models. The course, however, instructed on generating and analyzing unit prices and conducting quantity surveys of activities through the BIM methodology with 5D software, resulting in the development of project budgets. Theeffectiveness of this methodology is evident in the high-quality papers, evaluations, and student surveys. This proposal also won the Award for Innovation and Best Practices in Teaching 2022 organized by the PontificiaUniversidad Catolica del Peru, where an international jury of experts in teaching innovation evaluated the development of generic competencies and collaborative skills generated in students, highlighting the clarity, curricular alignment and the sustainable and transferable nature of the innovation implemented.
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The comprehensive teaching of legal research in the university: The pedagogical tools for its planning and execution
(Universidad de Chile, 2025-01-01)
El objetivo de este artículo es contribuir a la docencia de la investigación jurídica universitaria a través de la propuesta de herramientas pedagógicas que permitan al profesor enseñar esta materia, considerando sus particularidades y las necesidades de los estudiantes. El texto presenta un contenido temático básico para el curso y se comentan las buenas prácticas implementadas por los autores a partir de su experiencia docente en investigación. Se plantea que la enseñanza de la investigación jurídica debe ser articulada y contextualizada, con el fin de adoptar un enfoque integral que contemple las necesidades del profesor y como de los estudiantes.
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Evaluation of educational quality in Peru: a comparative analysis of infrastructure, equipment and teaching (2019–2023)
(Emerald Publishing Limited, 2025-10-09)
This study aims to analyse and compare Peruvian students' evaluations of the educational quality in basic and higher education in 2019-2023, taking into account three key factors: infrastructure, equipment and teaching. Design/methodology/approach The research uses a quantitative and descriptive methodology. Secondary data from the National Household Survey with samples of 29,354 responses in 2019 and 26,829 responses in 2023 are used. Descriptive analysis (frequencies and percentages), bivariate analysis (mean test) and multivariate analysis (ordinal logistic regression with categorical predictors) were performed. Findings The results indicate an increase in negative evaluations of educational infrastructure and equipment. Multivariate analysis reveals the existence of systematic educational inequalities: students in basic education, public institutions, less urbanised and rural areas and remote regions such as the southern highlands and the jungle are more likely to provide negative evaluations. Practical implications The research highlights the necessity for diversified educational policies that prioritise the enhancement of infrastructure and equipment in the most disadvantaged regions. The results obtained can serve as a guide for the allocation of resources and the implementation of improvement programmes in the Peruvian education system. Originality/value The research provides a comparative approach to students' evaluations of educational quality in two different contexts (pre- and post-pandemic) and integrates demographic, geographic, economic and academic variables using a nationally representative survey in Peru. It also deepens the understanding of structural inequalities in the Peruvian education system to give evidence of the differential impact of the COVID-19 pandemic in educational contexts.
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