Publicación:

Concepciones de docentes sobre las transgresiones y el fortalecimiento de la integridad académica en una institución educativa oficial de Bogotá

Resumen

The purpose of this research was to understand the conceptions held by high school teachers of the San José de Castilla District Educational Institution about academic integrity and its transgressions. The concept of academic integrity generates great interest in the different educational levels as it refers to the consolidation of values and principles that will allow the student to behave correctly at all times and places. However, this concept has been little examined at the level of secondary education, one of the reasons that has favored the objective of this research, which seeks to understand the conceptions held by a group of teachers at the secondary level of the Institución Educativa Distrital San José de Castilla on academic integrity and its transgressions. Regarding the background, a search is made for related research at the international and national level, this with the aim of identifying the topic studied; as well as the different methodological perspectives of research. The most relevant contributions to this research are those made by Escudero and López (2019), Cuadrado (2018) and Sureda et al. (2009). The section corresponding to the theoretical framework is based on the contribution made by Gary Pavela towards the conceptualization, causes and consequences of academic integrity. And the contributions of Ausubel, against the principles of meaningful learning. The methodology is developed with the interpretive paradigm, with a mixed Dexplis approach in its sequential mode and under the parameters of the case study. With the participation of 11 teachers who guide subjects in secondary education, three different research techniques are implemented: in the first phase a questionnaire is applied, in the second phase individual semi-structured interviews are implemented, finally in the third phase a focus group is developed .Taking into account the results, the present investigation found in its three phases of execution that, although teachers are familiar with the concept, they only handle it partially, likewise teachers refer to the lack of institutional policies that guide the strengthening of academic integrity and a great flaw in the evaluation system adopted by the institution. Therefore, it is necessary to investigate the different conceptions of each of the actors that make up the educational community, which will provide more timely and substantial information to promote academic integrity in the institution.