Conocimientos de los docentes en escuelas de Cuenca sobre la gestión del refuerzo académico en la educación básica media

Abstract

Academic effort management is a key strategy within the educational process, aimed at addressing students' learning difficulties and improving their performance. Therefore, this study aims to identify the knowledge teachers at two Cuenca schools have regarding the management of academic support for elementary school students. Specifically, it analyzes how educators identify students who require support, how they create the lesson plan based on learning styles and individual needs, and how they evaluate progress. To achieve this objective, a qualitative methodological approach with an exploratory-descriptive scope was used, and semi-structured interviews were conducted with seven teachers. The results revealed that teachers identify learners who need extra educational support through grades and class participation. Teachers also develop personalized plans, employing strategies tailored to each student's profile and utilizing various resources. Support assessment, meanwhile, is carried out comprehensively using diagnostic, formative, substantive, or continuous instruments, which allows progress to be monitored and the plan adjusted. In conclusion, effective management of academic reinforcement promotes more inclusive and student-centered teaching, allowing learners to overcome learning gaps.