2. The novel teacher and the planning pedagogical administrative of the teaching-learning process in primary education

Abstract

The present study analyzes administrative educational planning of the teaching learning process conducted by the Primary School new teachers assigned to the Parroquia Agua Viva, Palavecino Township of Lara Estate. The study is part of the positivist paradigm, supported by descriptive, field research. The sample population was eleven beginning teachers, who were administered a Likert-type scale questionnaire. Results indicate that new teachers rarely involve parents and institutional actors in the activities of teaching-learning process and tend to develop their pedagogical work unrelated to the objectives of the school organization and community context. It is concluded there is a need to implement the systemic approach to learning management for the integration of all stakeholders that share responsibility for the educational process. It is recommended the promotion of educational practice with a sense of family inclusion and community relevance.