Teacher curricular conception and the influence at the profesional praxis, San Lorenzo, 2016

Abstract

The research is titled teacher curricular conception and the influence at the professional praxis, San Lorenzo, 2016. The formal curricula sets the educational goals, these goals are executed at different levels of curricular concretion. At the micro educational level is the teacher, who is the main responsible of the educational goals. Therefore, every teacher needs to apply the prescript curriculum correctly for professional praxis. The design of the study was non-experimental, without variable manipulation. The purpose was to determine the teacher curricular conception and the way that this influenced their pedagogical practices at the following public school, Central Region 2, Zone 4, Area 9 in San Lorenzo, year 2016. The approach was a mixed (qualitative and quantitative), analytical-descriptive level and cross-sectional. Intentional, non- probabilistic sample, with 21 teachers. Surveys and systematic review were used, also semi structured questionnaires and documents files.  The teachers conceived that the prescript curricula as eclectic, taking the same approach to the praxis. They described the formal curricula as ambitious and expressed the positive influence. As dissociative  factors of formal and operational curricula they name the multiple teacher´s  functions, lack of  proper training and management bureaucracy  Even though, the knowledge about some topics of the prescript curricula were not enough and confusion in technical curricular terms, it was recommended to carry out other researches  about this topic delving into a correlation between the variables of the grade of knowledge of the formal curricula and the influence in the praxis, by using surveys, observation and systematic review of literature.