Ciencias Humanas y de la Educación

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Subject: search.filters.subject.FORMACIÓN DOCENTE

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    Las prácticas laborales y el desempeño académico de los estudiantes de séptimo nivel de la carrera de educación básica de la Universidad Técnica de Ambato
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-07-04) Sigcha Azogue Erika Michelle; Miranda López Ximena Cumandá; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica
    The purpose of this research was to determine the impact of work placements on the academic performance of seventh-level students in the Basic Education program at the Technical University of Ambato. To this end, a mixed-method approach was applied, combining quantitative and qualitative methods, with a descriptive scope, under a field approach and a non-experimental, cross-sectional design. The population consisted of 29 students and two teachers, who were administered a structured survey with a Likert scale and structured and semi-structured interviews with both students and teachers. The results obtained showed that work placements have a significant influence on strengthening students' professional, pedagogical, and academic competencies, allowing them to apply theoretical knowledge acquired in the classroom, develop technical skills, improve their self-confidence, and adapt to real-life educational contexts. It was also found that most students perceive that the lessons learned in class serve as a foundation for adequate performance during their internships, although the need to improve some pedagogical processes and teacher support is recognized. Likewise, teachers positively valued these experiences, noting that they contribute to consolidating teacher identity and the ability of future professionals to face diverse educational challenges. Finally, it is concluded that internships have a positive impact on academic performance, so it is recommended to strengthen the integration of theory and practice, diversify practice spaces, and improve feedback processes.
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    La lengua de señas para la inclusión educativa de estudiantes de primero, segundo y tercer nivel de la carrera de Educación Básica de la Universidad Técnica de Ambato
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-07-04) Sánchez Guinzo Nicole Maribel; Chávez Fuentes Carmen Dolores; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica
    Faced with the challenges of achieving truly inclusive education at the higher education level, especially for students with hearing impairments, this research aimed to analyze the role of Ecuadorian Sign Language as a key tool for promoting inclusion within the Basic Education program at the Technical University of Ambato. The study was approached from a mixedmethods perspective. It allowed, on the one hand, to review the theoretical foundations of the use of sign language in inclusive educational contexts and, on the other, to assess the level of communication skills of both teachers and students. To collect information, Likert-type surveys and observation sheets were administered to a sample of 110 students and 10 teachers. The results showed that, although there was a favorable attitude toward inclusion, both students and teachers had limited knowledge of sign language. The inclusive practices found were scarce, unsystematic, and depended more on individual effort than on a clear institutional policy. It was concluded that sign language not only facilitates communication but also represents an essential linguistic and cultural right for deaf people. However, the lack of structured training, the shortage of interpreters, and the absence of specific institutional policies remain significant barriers to achieving full participation for this group. Therefore, it is suggested that sign language teaching be included in teacher training, that ongoing training programs be created, and that sustainable inclusive strategies be implemented.
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    Las prácticas laborales y el desempeño académico de los estudiantes de séptimo nivel de la carrera de educación básica de la Universidad Técnica de Ambato
    (Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica, 2025-07-04) Sigcha Azogue Erika Michelle; Miranda López Ximena Cumandá; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Básica
    The purpose of this research was to determine the impact of work placements on the academic performance of seventh-level students in the Basic Education program at the Technical University of Ambato. To this end, a mixed-method approach was applied, combining quantitative and qualitative methods, with a descriptive scope, under a field approach and a non-experimental, cross-sectional design. The population consisted of 29 students and two teachers, who were administered a structured survey with a Likert scale and structured and semi-structured interviews with both students and teachers. The results obtained showed that work placements have a significant influence on strengthening students' professional, pedagogical, and academic competencies, allowing them to apply theoretical knowledge acquired in the classroom, develop technical skills, improve their self-confidence, and adapt to real-life educational contexts. It was also found that most students perceive that the lessons learned in class serve as a foundation for adequate performance during their internships, although the need to improve some pedagogical processes and teacher support is recognized. Likewise, teachers positively valued these experiences, noting that they contribute to consolidating teacher identity and the ability of future professionals to face diverse educational challenges. Finally, it is concluded that internships have a positive impact on academic performance, so it is recommended to strengthen the integration of theory and practice, diversify practice spaces, and improve feedback processes.
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    La formación docente en educación virtual para la enseñanza de las Matemáticas en los estudiantes del sexto grado de Educación General Básica de la Unidad Educativa José Ignacio Ordóñez del Cantón Pelileo, provincia de Tungurahua
    (Carrera de Educación Básica, 2022-03-01) Quinga Villegas, Jonathan Andrés; Mera Constante, Medardo Alfonso
    La presente investigación se refiere a “La formación docente en educación virtual para la enseñanza de las Matemáticas en los estudiantes del sexto grado de Educación General Básica de la Unidad Educativa José Ignacio Ordóñez del Cantón Pelileo, provincia de Tungurahua". El enfoque utilizado en el trabajo de investigación fue el cuantitativo y cualitativo, los mismos que ayudaron a realizar el análisis e interpretación de los resultados obtenidos, además se empleó la modalidad bibliográfica y de campo, se encuentra enfocada en los niveles exploratorio y descriptivo. Se trabajó con toda la población la misma que se encuentra conformada por ochenta estudiantes y tres docentes a quienes se aplicó una encuesta y una entrevista para la recolección de datos. Los resultados obtenidos con el instrumento de investigación fueron analizados e interpretados estadísticamente mediante el uso de tablas y gráficos. Las conclusiones demuestran que los docentes iniciaron su proceso de formación docente en Institutor Normales posteriormente en los de Educación Superior, continuando un proceso de formación continua en educación virtual asistiendo a cursos y capacitaciones para mejorar su práctica docente en esta modalidad de estudio. Las mismas que le ha permitido desenvolverse en la enseñanza de las matemáticas en esta modalidad de estudio utilizando recursos tecnológicos y sus herramientas enfocadas en ayudar a los alumnos adquirir los conocimientos. La importancia de la investigación fue determinar como la formación del docente en educación virtual beneficia el proceso de enseñanza en esta nueva modalidad de estudios debido a la crisis sanitaria que vive el país y el mundo, convirtiéndose en un punto principal en los procesos de formación de los nuevos docentes