Núm. 34 (2022): julio - diciembre


Tulia Michael
Tanzania Institute of Education
Laurent Gabriel Ndijuye
University of Dodoma
Abdon Ephraim
University of Dodoma

Publicado 2022-07-01

Cómo citar

Michael, T., Ndijuye, L. G. ., & Ephraim, A. . (2022). LOS RETOS QUE ENFRENTAN LOS MAESTROS DURANTE LAS PRÁCTICAS PEDAGÓGICAS EN MATERIA DE HISTORIA, EN EDUCACIÓN SECUNDARIA NO-FORMAL, EN TANZANIA. Revista Panamericana De Pedagogía, (34), 36–51. https://doi.org/10.21555/rpp.vi34.2580


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Este estudio examinó los retos que enfrentan los docentes durante las prácticas pedagógicas, en la asignatura de Historia, en educación secundaria no formal, en el consejo municipal de Kinondoni, en Tanzania. La muestra se elaboró con un grupo de cuatro docentes. Serecurrió a un muestreo útil y el acercamiento se llevó a cabo con diseño fenomenológico. Se aplicaron las entrevistas y los métodos de recolección de datos de observación. Los resultados muestran un manejo reducido de prácticas pedagógicas en la asignatura de Historia, debido a varios desafíos, tales como: el uso del inglés como medio de instrucción; la práctica limitada de estrategias instruccionales; la escasez de material didáctico; el insuficiente contenido de los materiales didácticos; la falta de preparación de la lección; la disminución del tiempo de instrucción; la poca aplicación de procedimientos de repaso, y el número excesivo de alumnos en la clase. El estudio recomienda a los docentes, aprovechar varias estrategias instruccionales interactivas, diversos materiales didácticos y diferentes técnicas de repaso, durante la instrucción.


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