Teacher performance and meaningful learning in Peru: analysis of some influential variables
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Abstract
The importance of teacher performance in students' meaningful learning has been widely addressed by numerous researchers due to its influence in this field. The objective of this article was to explore the treatment given to the relationship between teacher performance and meaningful learning in the Peruvian education system. Document analysis, specifically content analysis, was used to determine the internal structure of the information from inference and deduction of non-quantifiable data; and auxiliary methods such as analysis-synthesis, deduction-induction, and comparative education were used. Data and texts referring to teacher performance and meaningful learning and the correlation between the two, published between 2020 and 2024 in journals indexed in the SciELO, DOAJ, Dialnet, Latindex, and LatinRev databases, were used. The search was carried out using the conventional search engine Google, with the keywords: teacher performance, meaningful learning, Peru, and the Felo AI Search engine, to contrast the information obtained by conventional search engines. The results in Regular Basic Education included the following variables: teacher performance and leadership, organizational climate, school management, digital competencies, and meaningful learning. In University Education, a relationship was found between teacher performance, learning, and academic achievement. Felo AI Search identified trends related to pedagogical practices related to student participation and creativity, moderate teacher performance, and ongoing training. Despite progress, difficulties remain in achieving meaningful learning for students, which requires improved teacher performance.
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