Characterization of pedagogical practice of high school teachers participating on the program of assistance and effective access to higher education
DOI:
https://doi.org/10.15359/ree.23-2.8Keywords:
Effective schools, teaching practice, educational practice, professional development, classroomsAbstract
TThe program called “Assistance and Effective Access to Higher Education” (PACE) aims to provide an opportunity to continue studies at a higher education institution to high school students attending educational establishments with high levels of social vulnerability. The PACE is designed to work with students from eleventh grade, providing them with vocational guidance and supporting their secondary academic formation. This study describes the results of a characterization of pedagogical practices of language arts and mathematics classes, developed in 15 high schools from Biobío region, Chile. The pedagogical practices of 58 participating teachers were characterized throughout in-class observations. The PACE UCSC advisor team and each classroom teacher used the observation results to design an action plan directed to develop effective teaching methodologies.
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