Concepciones de los docentes de educación básica acerca de la calidad educativa en escuelas rurales de la ciudad de Cuenca

Abstract

The objective of this research is to understand the conceptions that teachers of rural schools have about educational quality in rural schools in Cuenca. To this end, a qualitative study was carried out with an approach to a phenomenological study, with the application of a semi- structured interview to 18 teachers from rural schools. After making a thematic analysis, the results showed that the term educational quality does not have a unified concept, it varies according to the educational actors and the context in which it is worked. The participating teachers define educational quality in terms of the achievement of useful outcomes for students. They also associated the term with teacher training the methods or strategies that teachers use to teach their classes. It should be noted that one cannot speak of educational quality when the minimum conditions of rural areas are not yet met, what may be considered a quality education in one area may not be relevant or appropriate for another. Therefore, it is concluded according to the teachers' conceptions that there is no single definition of educational quality and that the work in rural educational institutions is affected by factors such as migration, lack of resources, and the rural tasks that students must perform.