FORMACIÓN PERMANENTE DEL PROFESORADO Y EVALUACIÓN DE LA GESTIÓN ACADÉMICA EN ENTIDADES EDUCATIVAS DEL SECTOR PRIVADO SUBVENCIONADO DE LA CIUDAD DE PILAR

Abstract

This research addressed the permanent training of teachers, evaluating the academic management in these educational entities Escuela Básica Nº 536 Privada Subvencionada Donato González and Escuela Básica Nº 2384 Privada Subvencionada Antonio Barreto, from the district of Pilar, Department of Ñeembucú, Republic of Paraguay.

These objects of study were described: evaluations carried out by in-service teachers in relation to academic management practices, identifying the instruments that have been applied to measure the knowledge learned in training courses, comparing the changes that each educational entity acquired due to the participation of teachers during training courses and specifying the types of pedagogical practices applied. A field work was carried out with a non-experimental research design and a descriptive study, using a quantitative-qualitative strategy, applying a random sample survey to 1st, 2nd and 3rd grade students, in-depth interviews and documentary analysis of groups of principals, teachers, pedagogical coordinators and evaluators. The results obtained showed that the evaluation carried out by in-service teachers contributes to academic management practices, generates a change in attitudes, fundamental for the achievement of qualified educational and social standards, where learning environments provide productivity by associating the new with previous knowledge. It was concluded, in general terms, that the application of evaluative procedures allows the development of newer pedagogical practices, with which students assimilate knowledge more effectively. The analysis of the effectiveness of the training acquired was made through monitoring, in order to make decisions, proposing different models of professional performance.

Keywords: Training – Evaluation – Academic Management – Educational Entities – Teacher’s role.