Teachers’ preparation for the integration of educative agents to the institutional curriculum of Elementary Level

Preparación del docente para la integración de agentes educativos al currículo institucional del Nivel Primario

Abstract

Conceiving the articulation of educational influences is a priority for educational systems, which implies assuming the challenge from the teachers' actions, considering that they do not always have all the resources, skills and abilities to meet this requirement. In this sense, the objective of this work is to characterize the current state of the teacher's preparation for the integration of the educational agents to the institutional curriculum of the Primary Level in the school "Clodomira Acosta Ferrals" of Güines municipality, Mayabeque Province. The results were obtained from the application of instruments that explore the perception of managers and teachers about the teacher's preparation for the integration of educational agents to the institutional curriculum. It was shown that this preparation is affected with significant quantitative and statistical differences. These results mean the starting point for the elaboration of a scientific product that can contribute to the transformation of the current state of the teacher's preparation for the integration of educational agents to the institutional curriculum at the primary level.