Acción docente y aprendizaje autónomo en estudiantes de undécimo grado de la Concentración de Desarrollo Rural de Manaure-Cesar

Abstract

The distance schoolwork caused by the pandemic since 2020 evidenced an urgent need in education: students must develop autonomous learning skills. In this study, following the methodology of educational action research, we explored the generation of action alternatives that respond to this challenge by eleventh-grade teachers of the I.E. Concentración de Desarrollo Rural de Manaure, department of Cesar. In the first cycle of the research, challenges and opportunities for the development of autonomous learning of students were identified, as well as the actions that teachers had worked so far to achieve. With these inputs, the second cycle of intervention was developed, which allowed motivating and activating the participation of the actors. As a result of this new research dynamic, a dialogue among teachers was promoted, generating proposals for action. As a result of this collective exploration, the Professional Learning Community CDR was created as a community of teachers who seek the expected improvements in their practice through professional self-training and collaborative work in a network.