Perspectives on Accreditation in Regular Basic Education from the teacher's point of view

Abstract

The investigation pursues the purpose of analyzing how regular basic education teachers in Peru perceive the accreditation process; A descriptive research was used, the qualitative approach, the documentary analysis technique or bibliographic review and as an instrument the bibliographic databases of twelve research documents. The findings framed in the workplace show favorable relationships between the perception of accreditation and variables such as: autonomous learning, pedagogical direction and leadership, teaching performance, staff attitude, importance of continuous self-assessment, dimensions of educational work, training comprehensive, pedagogical processes and strategic management because they show a direct relationship with accreditation; Likewise, the analysis, with respect to the assessment of the accreditation of teachers in their initial training, is positive, which could be deduced that, subsequently, in their work environment they would have greater acceptance of accreditation. It is concluded that the institutions of regular basic education in Peru have professional, attitudinal, individual and institutional academic resources necessary to face self-evaluation and accreditation processes, these variables are what give pedagogical and administrative sustainability to permanence and growth in a medium and long-term accreditation process. term.