Browsing by Author "Hidalgo Solsol, Maria del Carmen"

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    La formación docente en el Perú
    (Universidad Nacional de San Martín. Fondo Editorial, 2006) Hidalgo Solsol, Maria del Carmen; Valdez Revilla, Jose Samuel; Padilla Guzman, Manuel
    Teacher training in Peru has gone through a long metamorphic process to be legally institutionalized; a study by the historian Grohmann, J. (1922), tells us that: the process of institutionalized teacher training begins in Peru with the decision of Don Jose de San Martin, taken in 1822, to create the Normal School of Men that it was directed by Diego Thomson within the canons Lancasteriano model. This process was solidified by creating massively different schools both men and women to the creation of different Higher Pedagogical Institutes and Colleges of Education then in some universities. However, since then it has not occurred major program to improve teacher training system that already in the 70s was perceived as very poor and from that context, the policy of the Peruvian State has shown indifferent to teacher training and subsequent investment then pretend to remedy the deficiencies drawn by classroom teachers from their professional training. From this perspective, the Ministry of Education has contributed significantly to the creation of the National Teacher Education and Training (DINFOCAD), by application of Supreme Decree No. 51-95-ED, likewise, it has reinforced the mystification of the curriculum as essential to produce the improvement of education variable. In this regard, studies conducted by the Office of Statistics and Information of the National University of San Marcos tell us that: "how to teach '' and" to teach "must be the fundamental conceptions of teachers in training both Educational as well as faculties of education colleges. This view has guided transcendentally for structuring curricula of teacher education over the past 25 years. the trend towards growth in number of the Higher Pedagogical institutes is very clear taking into that in 1993, 85% of enrollments corresponded to Public Higher Pedagogical Institutes and 15% to the Higher Pedagogical Institutes Private, whereas in 2003 the first had 41% and the latter 59% . the Faculties of Education in 1995 were 38 and in 2004 were 52 of which 27 were private, serving notice that there is a majority of Educational Institutions Colleges of Education inmiscuidas in this training process. Likewise, Piscoya (1996), we stated that: despite efforts to regulate the behavior of the educational system, are observing the presence of new proposals and projects to better control the quality of teacher training offered by institutions responsible by proposals teacher accreditation systems with technical and financial support of international cooperation, based on ongoing experiences contributed from other countries in the region. Accordingly, the General Act No. 28044 of 2003 Education creates the national system of evaluation, accreditation and certification in Articles 14 to 16; however, to date there is no institution that has the explicit power to accredit institutions that provide educational services with the sole exception noted before. Specifically, all that exists today is at least 16 projects of university law and, separately 11 draft accreditation law registered in the Bureau of parts of the National Education Commission of the Congress. Faced with this situation, expectations for postgraduate studies in education are growing and encouraged by the advantages that have a greater number of certifications in a situation where over-supply of teachers with pedagogical titles progressively sharpens the competition for job positions . This is the context that generally seen in teacher training institutions in Peru, a situation that was intended to describe and explain the development of this monograph