Abstract
This research work entitled Virtual management model to improve the process of tutoring teachers. School case of Peru, presents as a problematic reality deficiencies in the application of the accompaniment model regulated by the Ministry of Education through its accompaniment protocols, due to factors such as the profile of the accompanying teacher, the profile of the accompanied teacher and the accompaniment protocols. The pedagogical accompaniers comply with all the accompaniment protocols, but they are not enough to achieve an optimal, effective and efficient accompaniment that meets the expected expectations. For this reason, the following research problem was raised: How to improve the process of accompaniment in the Local Educational Management Unit of Peru?, with the main objective of designing a virtual management model to improve the process of tutoring teachers. School case from Peru.
In the investigation, a population of 37 teachers was taken, accompanied by a total of 190 from the multigrade intervention of the UGEL Lambayeque; Likewise, the hypothesis was “The virtual management model to improve the process of tutoring teachers. School case of Peru”. The results of the research show that the accompanied teachers present difficulties and a low interest in the accompaniment process, as well as little interest in accessing the virtual platform and managing it.
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16 June 2022
In the originally published version of chapter 43 the first-last name order of the authors names was incorrect. This has been corrected.
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Edgar Mitchel, L.H., Moisés David, R.P., Alberto, G.F., Marco Antonio, A.P., Edilberto Luis, M.C. (2022). Virtual Management Model to Improve the Mentoring Process for Teachers. School Case of Peru. In: Stephanidis, C., Antona, M., Ntoa, S. (eds) HCI International 2022 Posters. HCII 2022. Communications in Computer and Information Science, vol 1580. Springer, Cham. https://doi.org/10.1007/978-3-031-06417-3_43
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DOI: https://doi.org/10.1007/978-3-031-06417-3_43
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