Browsing by Author "Tapia Fajardo, Edisson Santiago"

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Ser profesor novel: experiencias y dificultades en la práctica durante sus primeros años de servicio
(Universidad de Cuenca, 2023-05-19) Tapia Fajardo, Edisson Santiago; Suárez León, Ana Isabel
The following degree work is a quantitative research with the aim of understanding the experiences and difficulties that encompass novice teachers’ shock, when they face their first years of service, in order to support the need of an accompaniment during the first years. An intensive analysis, through qualitative studies, was carried out about concepts such as novice teaching, its insertion and the shock about the true reality. Furthermore, a semistructured interview was applied based on eight open questions, not dichotomous questions, and a sociodemographic questionnaire Ad-hoc. The methodology applied was a quantitative approach, cross-section, with a descriptive and exploratory scope. The sample was conformed by ten novice teachers who have started to work with their first four years in public and private institutions in Azuay province. Among the main research results, it was concluded that novice teachers don’t count on a reliable nor suitable accompaniment. Aside, teachers’ experiences have been negative at that stage. Besides, the reality shock is set up in gaps between what was learned and how to act, the teacher-students-parents relationship, and micro curriculum management. Locally, novice teachers' accompaniments are implemented; however, it is not reported what needs have been instructed.
La tutoría entre pares como estrategia de refuerzo de los aprendizajes
(2015) Tapia Fajardo, Edisson Santiago; Maldonado Aguilar, María Eugenia
This case study demonstrates the importance of peer tutoring as a strategy for the reinforcement of learning. This kind of strategy is shown in the school life of students as an informal and spontaneous practice with favorable results for peer reinforcement. Nevertheless, it has not been used by teachers intentionally, probably due to the lack of knowledge of its value and significance, resulting from the informal nature for its application. This research therefore aims to answer the following questions: Is it possible to learn through peer tutoring? Is peer tutoring important and meaningful to reinforce learning? The bibliographic research is basically the methodology adopted by this case study combined with the analysis of opinions given by some students. All this is an attempt to illustrate how a daily classroom practice is under-rated, and how important learning experiences among students are. The conclusions achieved prove the validity of peer tutoring as a form of cooperative work for learning and its reinforcement, as well as for enhancing social skills.