Teacher Perception of the Implementation of Competency-Based Curriculum at the Primary Level

Abstract

This research seeks to characterize the process of design and implementation of competencies for the First Cycle of National Primary Education. The first thing that appears in this design is that a new educational paradigm is installed in which the center of the teaching-learning process ceases to be the teacher and becomes the student. The above raises the regulatory framework that frames this research, it is about discovering the perception of the various actors responsible for promoting primary education, of which it is worth mentioning directors, technicians, deputy directors, coordinators, and teachers, in the management of this curricular change that is promoted in the Dominican Republic. This study also identifies policy descriptors that account for the adoption of the Competency-Based Curriculum, describes the perceptions of education professionals working specifically in the First Cycle of Basic Education, the obstacles that teachers face in applying this curriculum are clearly identified, as well as the valuation and importance that they manifest before the new implementation of this Curricular Design.