Management of Pedagogical Supervision and Teacher Performance in the Teaching of English in Peru

Abstract

This research was done to determine the relationship between supervision and teacher practice in an English teaching center with a high student population in Lima Perú. This is a quantitative approach basic type study with a non-experimental transversal design where 5 and 7 point Likert-type-scale questionnaires were used to provide data that was analyzed with descriptive and inferential statistics. A non-probabilistic sample of intention or convenience was used to select the respondents. 210 teachers from different branches in Lima were selected to respond to the questionnaires. A descriptive analysis of the statistics was used to interpret the results on the supervisors functions and the teacher performance level in each one of the study areas after the supervisory service had been offered. To contrast the data for the hypothesis test to determine the relationship between supervision and teaching performance (content knowledge of the discipline, teaching skills, contextual knowledge, learner-focus teaching, professionalism), the Spearman correlation coefficient was used. A direct, meaningful and high correlation level was found. The results of the current study will benefit other English language centers management to implement changes and improvements to the supervision service that will result in better teaching performance and student achievement.

Teaching competency in virtual education: Systematic review

“…It is imperative to search for resources and continuous training to solve the problems caused by confinement and the increase in collaborative work due to the use of ICT. [53] x x x x Quantitative Questionnaire 831/210 teachers Teaching skills and professional excellence must be focused on the student, taking into account the context, teaching, classroom management, implementation of materials, didactics in digital technology and critical thinking to develop language skills. [54] x x Quantitative Questionnaire Sample: 69 teachers Teachers, in order to use intercultural teaching and learning strategies, must know the beliefs, worldview and social structures of the students' communities.…”

“…Likewise, it is necessary to specify that the teacher needs to have pedagogical skills related to reflective feedback, management of an adequate classroom environment, time management, effective communication, tutoring, knowledge transfer, development of student life projects, work promotion. cooperative, meaningful learning and project-based learning related to the use of digital media that seek to consolidate student learning [21], [27], [28], [31], [34], [44], [46], [51], [53], [54]. All this is important to the extent that the management of the teacher's pedagogical competence influences student learning, accelerates knowledge, encourages student participation and motivation.…”

“…Finally, the results suggest that universities and training centers need to focus on the teaching and evaluation of innovation competence through the implementation of principles of constructivist learning environments aimed at promoting creativity, leadership, energy and research. In the same way, education should focus on information search dimensions and develop research and innovation of knowledge as a vital process in teacher training in the initial stage of professional training and continuous training to promote critical reflection and improvement of teaching performance [45], [53], [62].…”

Acompañamiento pedagógico directivo en el desempeño docente de una Red Educativa Rural

“…Por otro lado, se han puesto en marcha programas educativos como soporte pedagógico, acompañamiento pedagógico rural, programa estratégico logros de aprendizaje, entre otros; pese a ello, una gran cantidad de docentes se sienten insatisfechos y poco identificados con la forma de implementación(Benavides, 2021); considerando que el profesorado debe constituirse en un ente integral, desarrollando principalmente sus competencias pedagógicas, didácticas, digitales y de investigación para su real aporte al aprendizaje de los estudiantes(Rojas y Cachay, 2021). En adición a lo planteado, la supervisión pedagógica va a propiciar que los docentes tengan un mejor desempeño, brindan una enseñanza adecuada a los alumnos y logren una buena educación(Neyra et al, 2021); proceso donde el director de una institución educativa debe demostrar una buena preparación profesional que se refleje tanto en su accionar personal como en la calidad de sus decisiones que coadyuve para que el personal docente cumpla sus compromisos laborales y se motive a afianzar su desempeño dentro de una comunidad educativa democrática(Alonzo et al, 2021).En la Red Educativa Chillia, perteneciente a la UGEL Pataz, que está conformada por 8 instituciones educativas del ámbito rural, la implementación del acompañamiento pedagógico no se realiza a cabalidad; tal es así que un gran porcentaje de docentes todavía percibe que el acompañamiento pedagógico…”