Diagnosis of the management implemented by the teachers of the Sociology career at URACCAN, Bilwi, February to July 2013

Abstract

The teaching management for the planning, organization and evaluation of the teaching-learning process requires the dominion of various strategies by the teachers. For this, it’s necessary to define policies and teaching strategies at an institutional level, as well as operational goals, assignment of tasks and responsibilities. This research has inquired how teachers have implemented the strategies of teaching quality in the Sociology career at URACCAN Bilwi Campus, from February to July 2013. Interview guides were developed targeted at the Academic Secretary of the campus, coordinator of the Sociology career and teachers who worked during this period. The research was qualitative with a symbolic interactionism and interpretative approach. Sample: Eight teachers from the Sociology career, with the modality of every four months. Among the results regarding the planning and organization of the educational process, it demonstrated that teachers focus only on the development of the syllabus, where the units and contents are dosed by assigning classes hours. Afterwards they make their class plan which is used for the development of certain topics in a short period. Some teachers still don’t know the content of the Pedagogical Model of URACCAN and the Curriculum of the Sociology career, so they only focus on the development of the program contents they are assigned. The contracting system of human talent for teaching is still not defined, which impacts on the educational process facilitated by teachers.