Conocimiento y actitud del docente hacia la implementación del currículo en el nivel primario en la República Dominicanaun estudio de caso

Abstract

In the Dominican Republic, the Ministry of Education is initiating significant modifications to the education system in response to the poor results shown by students when they are evaluated in national tests and the diagnostic evaluations carried out at the end of the first and second cycles of primary school. In the commitment to seek an alternative to improve and optimise educational practices, it proposes the implementation of a new competency-based curriculum model. This model and its implementation pose a challenge for professionals, key players in this process of change, who must carry out the implementation of this model in their classrooms. In this context, the intention arises to analyse the knowledge and perception that primary level teachers have of the competency-based curriculum in the Dominican Republic and to find out the attitude they show when applying it in their classroom practices. For this purpose, a case study research methodology was chosen, and the instruments used to collect information were a survey and classroom observation. The information collected allows us to conclude that the teachers at the centre analysed have a positive assessment of the competence-based curriculum model proposed by the Ministry of Education, as well as stating that they have the knowledge of it that allows them to develop good educational practice that contributes to improving the quality of teaching processes. Even so, there are elements in the implementation of this model that could be improved.