Advanced scientific-pedagogical . Scientific-pedagogical movement made up of teachers and professors who directly teach, created in the province of Las Tunas to investigate the main problems that affect the quality of education in the territory.
Summary
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- 1 Origin
- 2 Composition of the advanced in the academic year 2013-2014
- 3 Organization of advanced work
- 4 Contributions
- 5 Source
Origin
In the province of Las Tunas , as a result of the analyzes carried out by the integrated management council of the University of Pedagogical Sciences (UCP) and the Provincial Directorate of Education (DPE) in relation to the status of coverage for the 2013 academic year- 2014 and with the need to continue strengthening the improvement of teaching staff and scientific educational activity, in July 2013, the idea emerged to create a movement led by a group of teachers from all Educations that, without losing the link with the classroom, they had time to investigate the main problems that affect the quality of education in the territory of Las Tunas.
After analyzing the potential of teachers with the requirements to integrate advanced education in each Education, the first proposals to integrate it were selected at the municipal level. The initial figure was 142 teachers. Meetings were held in each municipality led by DPE officials, with preselected teachers to explain the objective of the movement. In correspondence with the planned research topics, according to the prioritized problems in each Education, a workshop was held with the municipal advisers for improvement, from which the improvement proposals of these teachers emerged. During the 2013-2014 academic year they received an improvement in correspondence with the needs expressed by them in a survey carried out by the quality group of the UCP.
Composition of the advanced in the 2013-2014 academic year
Due to objective situations of some of the proposals or of the schools, under the advice of the departments at the municipal and provincial levels, necessary adjustments have been made and the number was reduced to 129 teachers at the end of the course. The most represented educations are Primary with 33, Pre-university with 25 and Basic Secondary with 24. The average age of these teachers is 44 years and 23 of pedagogical experience. Of these, 17 had been categorized as instructors, 7 as assistants, and 23 as assistant teachers. In relation to the academic title 21 are graduates, 107 masters and 1 doctor of pedagogical sciences.
Organization of the advanced work
For the organization of the scientific-methodological work of these teachers, some actions were oriented that had to be fulfilled as part of the planning of the work, with their compliance deadlines: argumentation of the problem they are facing, consultation of the research results of the territory on the subject, selection of experiences to introduce, adaptations or presentation of new proposals, development and application of instruments to determine the initial and final state of the problem, preparation of teaching materials on the proposal, development of scientific-methodological work in the school or municipality in correspondence with the elaborated proposal, record of the experiences in the application of the proposal, presentation of the work carried out in municipal scientific-methodological workshops,preparation of the report on the impact of the application of the proposal and participation in the scientific-methodological event for the presentation of results.
In the municipalities, we worked together with the pedagogical headquarters to care for these teachers. A representation of the same participated in the balance of science and technique carried out in February at the UCP, where they made interventions about their experiences and valued the improvement received. In April, a scientific-methodological workshop was held to assess the impact of the work done and plan actions for the final stage of the course, as well as analyze proposals for the next one.
Contributions
The contributions of this scientific-pedagogical movement include: In Preschool Education they have implemented activities to promote the content of oral expression, grammatical construction and vocabulary in boys and girls, as well as working with lengths through of independent activity. They have also developed and applied educational games to strengthen the playful approach in the programmed activities. In Special Education, experiences have contributed to the preparation of teachers to direct the learning of Mathematics and Spelling, workshops have been implemented with specialists who provide specialized treatment to students with special educational needs, to primary teachers who serve students included in this Education, strategy for the integration of the school,
In Primary Education, the most represented in this scientific movement, among other contributions, brochures and methodological guidelines have been prepared to provide the teacher with care for students without expired objectives and curricular adjustments for working with multigrade classrooms.
In Basic Secondary Education some of the topics covered have been working with the family for which activities have been implemented, methodological workshops to strengthen the preparation of the guide teacher, as well as didactic materials to solve mathematical and spelling problems of the students and to strengthen the differentiated methodological treatment with non-licensed teachers.
In Pre-University Education, exercises have been developed to achieve systematization and solidity in the knowledge of the Mathematics subject, activities to promote textual understanding, oral expression and motivation for reading, among others. Teachers of Technical and Professional Education focused their research on activities and exercise brochures aimed at promoting the professionalization of general training subjects with technical training subjects, methodology for setting up a specialized classroom of Technical Drawing, community activities for strengthen the school-family-community bond as part of preventive and educational work, among other experiences.
On the other hand, in Adult Education, projects of Mathematics programs for the Faculty of Rural Workers and exercises that contribute to interdisciplinary relationships have been elaborated. As a result of this scientific movement that involved more than 100 teachers from the eight municipalities of the province, the introduction of educational research results was contributed with the implementation of actions focused on solving prioritized problems in the territory.
