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PROFESSIONAL SKILLS IN EDUCATIONAL MANAGEMENT OF RURAL SCHOOL STATE CORES TACHIRA Resumen — La preparacion academica de los docentes rurales, desde el punto de vista de las competencias, ha sido cuestionada por la poca preparacion, tal vez, o por falta de vocacion hacia una gerencia educativa. En el estudio se propone como objetivo general el diseno de un modelo gerencial de competencias profesionales para la gestion educativa en los Nucleos Escolares Rurales (NER) del Estado Tachira, Venezuela. La metodologia asumida se encuentra bajo el paradigma pospositivista. respaldada en la investigacion cualitativa con el metodo de estudio de casos, donde se describen las teorias de acuerdo con los factores que inciden en el desenvolvimiento de las competencias profesionales educativas en la realidad del contexto, con una descripcion abundante, interpretando detalladamente el fenomeno estudiado para asi desarrollar categorias que sirvieron de soporte en el analisis de resultados. Para la recoleccion de la informacion se utilizaron fuentes de caracter teorico, la entrevista y notas de campo, aplicada a un grupo de quince (15) informantes seleccionados de manera intencional. Los datos recogidos se registraron y sometieron al correspondiente analisis cualitativo (registro, categorizacion, sistematizacion e interpretacion), pues permite la obtencion de constructos teoricos conceptuales con la posibilidad de reivindicar las posibles competencias perdidas y aportar nuevas tendencias en cuanto a competencias profesionales de los directores de los NER. Palabras clave: Competencias profesionales, docentes rurales, Nucleos Escolares Rurales (NER). Abstract — The academic preparation of rural teachers, from the point of view of competencies, has been questioned because of the poor preparation, perhaps, or lack of vocation towards an educational management. The objective of this study is the design of a managerial model of professional competences for educational management in the Rural School Nucleus (NER) of Tachira State, Venezuela. The assumed methodology is under the postpositivist paradigm. Supported by qualitative research using the case study method, which describes theories according to the factors that influence the development of educational professional competences in the context of the context, with an abundant description, interpreting in detail the phenomenon studied for thus developing categories that served as support in the analysis of results. Theoretical sources, the interview and field notes were used for the collection of the information, applied to a group of fifteen (15) intentionally selected informants. The collected data were recorded and submitted to the corresponding qualitative analysis (registration, categorization, systematization and interpretation), as it allows the obtaining of theoretical conceptual constructs with the possibility of claiming potential loss competencies and providing new trends in the professional competencies of the directors Of the NERs. Keywords: Professional competences, rural teachers, Rural School Nucleus (NER).

Competencias profesionales en la gestión educativa de los núcleos escolares rurales del estado Táchira