Participatory action research (IAP), as a tool to identify management of teaching quality

Abstract

The objective of this article is to study the management of academic quality through the Participatory Action Research (IAP), based on the critical and documental analysis of the thinking referred to the authors, González (2013), Hurtado (2012), McKernan (2001), Dos Santos and Sanchez (2001), through which they reflect on the need to promote the IAP considering the educational field as the fundamental basis for a dialogic and interpretative learning of teacher management, and to become aware of the academic quality that is dictated within the different environments of learning. To achieve this application it should be noted that the most important principle of the theory of knowledge is to treat social facts as things, as objects of knowledge. The data based on observation and experiments are necessary for Durkheim (1982) understanding, so it is emphasized to reach humanization and the transformation of knowledge, to be authentic and clothed with action, love, humility, so that Emphasizes that the individual has the capacity of a thinking and self-critical being to change reality. It ends by reflecting that new times imply new demands, so that the management of the teacher for an academic quality is not taking place, since many in their environments continue with the same daily routine. Their performance is based on strategies and instruments that make their performance a monotony, causing a reduction to discover the benefit of learning to think.