Percepción del Profesorado sobre los Textos utilizados en Establecimientos Educativos del Ecuador
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Abstract
The present research seeks to know the way in which teachers value and perceive the teaching materials/books that are used for the teaching-learning process; For this case, the assessment of teachers who work in public institutions will be considered, regarding the books they use to teach their subjects, which have been provided by the Ministry of Education of Ecuador (MINEDUC).
The importance of this study lies in the potential of school textbooks to significantly influence curricular development and the achievement of educational objectives, thus guaranteeing equitable and quality education. In addition, it will be possible to know various opinions that allow for the promotion of a motivating and enriching learning environment, considering students as a priority and improving the educational resources available in educational establishments.
The research methodology adopted for this study combines quantitative and qualitative approaches through a form developed in Google Forms, composed of 27 questions, of which five allow for the collection of informative data about the participants, such as age range, sex, years of experience. teacher and the subject taught. The following 19 questions evaluate the perception regarding the textbooks delivered by the MINEDUC, using a Likert scale from 1 to 5. These questions address aspects such as the contribution of the book to the enjoyment of learning, the adequacy of content, the clarity of instructions and promotion of skills, among others. In addition, a question is included that qualifies, at a general level, the perception of the books, and two open questions that allow us to know the opinions regarding them. The sample for this study is stratified, non-probabilistic, focused on 51 teachers belonging to two specific educational institutions in Zone 6, Cuenca District 1, one located in an urban area and the other in a rural area.
The results obtained reveal a generally positive perception of the textbooks, with a notable percentage of teachers rating them as good/very good in various aspects. However, areas of improvement are also identified such as the need to integrate links to teaching resources, clarity of expressions, the incorporation of virtual classrooms and updating according to the different stages of student development, among others.
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