The Challenge of Teaching Methodologies of Ecuadorian High School Teachers as a Factor of School Success
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| Autores: | , , |
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| 格式: | artículo original |
| 狀態: | Versión publicada |
| Fecha de Publicación: | 2024 |
| 實物特徵: | Considering that the teaching of the 21st century is directed towards the preparation of individuals with a critical and lifelong learning capacity, this research aims to describe the type of teaching methodologies used by Ecuadorian high school educators and how their application favors or conditions the quality of teaching. Regarding the methodology, the researchers employed a qualitative, non-experimental, and interpretative semi-structured interview based on the focus group technique. In addition, the sample, made up of 13 high school education professionals belonging to 10 educational institutions in Ecuador, was structured based on these three criteria: willingness to share their professional experiences, heterogeneity in the participating teachers, and degree from the center. Thus, the findings allowed to establish two categories (conceptions of teaching and teaching actions) and five subcategories that show that, although the use of active methodologies or those focused on student learning predominates, the activities proposed for their development do not fit into existing social contexts. Therefore, although the classroom is transformed, but not student learning, the researchers recommend implementing efficient training plans in the didactic-pedagogical dimension within the Ecuadorian context. |
| País: | Portal de Revistas UCR |
| 機構: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| 語言: | Español |
| OAI Identifier: | oai:portal.ucr.ac.cr:article/53992 |
| 在線閱讀: | https://revistas.ucr.ac.cr/index.php/educacion/article/view/53992 |
| Palabra clave: | Teaching Method Secondary Education Education Pedagogical Practices Master Class Active Methodologies Método de enseñanza Enseñanza secundaria Educación Prácticas pedagógicas Clase magistral Metodologías activas |