Headnote
ABSTRACT
Objective: This study aims to evaluate the contribution of pedagogical models to reflective teaching practice. Theoretical Framework: The research is grounded in the theoretical construct of the pedagogical model and its classification according to the authors Rafael Flórez Ochoa, Julián de Zubiría, and Alexander Ortiz Ocaña. It also incorporates key definitions of pedagogical practice provided by Zuluaga, Valverde, and Marroquín. Methodology: The study is framed within a qualitative-interpretative paradigm, with a hermeneutic approach and an evaluative-comparative research design. Data collection techniques included semi-structured interviews, classroom observation, and document analysis. The main sources of information were teachers, students, and the Institutional Educational Project (PET) document. Results and Discussion: The findings reveal the absence of a clearly defined and structured pedagogical model within the PEL As a result, teachers hold diverse interpretations of pedagogical practice, which leads to a lack of alignment between pedagogical actions and the institution's educational vision. Research Implications: The study highlights the need to establish a coherent and structured pedagogical model that effectively guides the teaching practices of all educators. This should be achieved through the systematic implementation of methodologies, strategies, and pedagogical resources aimed at fostering meaningful and holistic learning among students. Originality/Value: This research offers a comprehensive description of pedagogical practices from both theoretical and practical perspectives, based on the views of various educational stakeholders. Moreover, it proposes a novel research approach that proves to be well-suited for qualitative studies in the field of education.
Keywords: Pedagogical Model, Teaching Practice, Learning Environments, Teaching Strategies, Pedagogical Resources.
RESUMO
Objetivo: Este estudo tem como objetivo avaliar a contribuição dos modelos pedagógicos para a prática pedagógica reflexiva. Referencial Teórico: A pesquisa fundamenta-se no constructo teórico do modelo pedagógico e em sua classificação segundo os autores Rafael Flórez Ochoa, Julián de Zubiría e Alexander Ortiz Ocaña. Também são incorporadas definiçôes-chave sobre prática pedagógica segundo Zuluaga, Valverde e Marroquín. Metodologia: O estudo está inserido no paradigma qualitativo-interpretativo, com abordagem hermenéutica e desenho de pesquisa avaliativo-comparativo. As técnicas de coleta de dados incluíram entrevistas semiestruturadas, observação em sala de aula e análise documental. As principais fontes de informação foram: os professores, os estudantes e o documento do Projeto Educativo Institucional (PEI). Resultados e Discussáo: Os resultados evidenciam a auséncia de um modelo pedagógico claramente definido e estruturado no PEI. Como consequência, os docentes apresentam interpretações diversas sobre a prática pedagógica, o que gera uma desarticulaçäo entre as ações pedagógicas e o horizonte educativo institucional. Implicações da Pesquisa: O estudo destaca a necessidade de estabelecer um modelo pedagógico coerente e estruturado que oriente de forma eficaz as práticas de ensino de todos os docentes, por meio da implementação sistémica de metodologias, estratégias e recursos pedagógicos que possibilitem aprendizagens significativas e integrais aos estudantes. Originalidade/Valor: Esta pesquisa oferece uma descrição abrangente das práticas pedagógicas tanto sob a perspectiva teórica quanto prática, considerando a visão de diferentes agentes educativos. Além disso, propõe um tipo de pesquisa inovador, demonstrando sua pertinência para investigações qualitativas no campo da educação.
Palavras-chave: Modelo Pedagógico, Prática Pedagógica, Ambientes de Aprendizagem, Estratégias Didáticas, Recursos Pedagógicos.
RESUMEN
Objetivo: Este estudio tiene como propósito evaluar el aporte de los modelos pedagógicos a la práctica pedagógica reflexiva. Marco teórico: La investigación se fundamenta en el constructo teórico del modelo pedagógico y su clasificación según los autores Rafael Flórez Ochoa, Julián de Zubiría y Alexander Ortiz Ocaña. Asimismo, se incorporan definiciones clave de la práctica pedagógica según Zuluaga, Valverde y Marroquín. Metodología: El estudio se enmarca en el paradigma cualitativo-interpretativo, con un enfoque hermenéutico y un diseño de investigación evaluativo-comparado. Las técnicas de recolección de información incluyeron entrevistas semiestructuradas, observación de aula y análisis documental. Las fuentes principales fueron: los docentes, estudiantes y el documento del Proyecto Educativo Institucional (PED. Resultados y discusión: Los hallazgos evidencian la ausencia de un modelo pedagógico claramente definido y estructurado dentro del PEL En consecuencia, los docentes presentan interpretaciones diversas sobre la práctica pedagógica, lo cual genera una desarticulación entre las acciones pedagógicas y el horizonte educativo institucional. Implicaciones de la investigación: El estudio resalta la necesidad de establecer un modelo pedagógico coherente y estructurado que oriente efectivamente las prácticas de enseñanza de todos los docentes, mediante la implementación sistémica de metodologías, estrategias y recursos pedagógicos que permitan alcanzar aprendizaje significativos e integrales en los estudiantes. Originalidad/Valor: Esta investigación permite describir las practicas pedagógicas desde lo teórico y lo práctico, desde la perspectiva de los diversos agentes educativos. Además, propone un tipo de investigación novedoso y que demuestra que es propicio para las investigaciones cualitativas en el ámbito educativo.
Palabras clave: Modelo Pedagógico, Práctica Pedagógica, Ambientes de Aprendizaje, Estrategias Didácticas, Recursos Pedagógicos.
1 INTRODUCTION
The educational process is not simply a matter of common sense, but implies a solid theoretical foundation and critical reflection on educational practices, teaching and learning processes, as well as the factors that influence them (Maldonado, 2018 and Runge, 2013). According to Diaz (1990), the field of education has allowed the study and analysis of the educational process and Zuluaga, et al. (2018) consider Pedagogy as a pedagogical knowledge that aims to explain the procedures of education.
Pedagogy provides the tools, knowledge and reflections necessary to design and implement effective educational programs that lead to individual and collective learning through the cognitive, emotional and social development of students, allowing for the transformation of contexts ( Gadotti , 2010 ; Herrera, 2013 ; Aparici et al, 2018 ). This involves research and analysis of different pedagogical theories and approaches, as well as the application of this knowledge in pedagogical practice.
Therefore, this article corresponds to the situational analysis of the conceptions and theoretical foundations that teachers have on pedagogical models, and the orientation of these on their pedagogical practices, in one of the Educational Institutions that were part of the doctoral research called Pedagogical models and their contribution to pedagogical practice and learning outcomes .
In this sense, the question arises: How does the pedagogical model contribute to reflective pedagogical practice? This leads to exploring the concepts, approach and theoretical foundation that teachers have regarding the pedagogical model in institutional training, in order to describe the type of pedagogical practice of teachers that underlies the declared pedagogical model.
2 THEORETICAL FRAMEWORK
2.1 PEDAGOGICAL MODEL
Considering that "the pedagogical model is characterized by the articulation of notions such as: curriculum, pedagogy, didactics, training, education, teaching, learning and evaluation" (Ortiz, 2013, p. 3). Likewise, for Florez and Bautista (1986) a model is a representation of what could be a phenomenon that allows to organize and understand the formative process, and for Rousseau (2004), the model must allow the student to learn by himself, when he is allowed to find relationships between ideas and invent instruments, so that they form and create their own judgments.
Therefore, the pedagogical model of an educational institution must consider both knowledge and teaching and learning processes, which, based on reflection, allow for interaction between students, teachers, and contexts. Therefore, it should not be imposed; it must be constructed by the members of the educational community based on their needs, strengths, and the characteristics of their surrounding environment (Ortiz, 2015; Vargas, 2019). There is no recipe for designing or configuring a pedagogical model; however, it is important to recognize the different postulates and classifications that have been made regarding pedagogical models. Studies conducted by authors Rafael Florez, Julian De Zubiria, and Alexander Ortiz Осайа are taken into account.
2.2 CLASSIFICATION OF PEDAGOGICAL MODELS ACCORDING TO RAFAEL FLOREZ OCHOA
To begin the process, it is understood that within the postulates of Florez (1994, 2005), the properties and general characteristics of traditional education have as their center the ability to interweave other models, as occurs in the field of the traditional model , which gives the student the ability to vitalize their memory always accompanied by ethics and good example. With this approach and as a counterpart in the study, the characterization given by means of transmissionism 1$ consolidated. behaviorist , a process that occurred during the rise of Capitalism and the formation of productivity arguments, which forges "skills and competencies in the form of observable behaviors, is equivalent to the intellectual development of children" (Florez, 2005, p. 182).
Another alternative is to encourage surrenders from pedagogical Romanticism , which summarizes human value to subjective purposes, which account for the goodness and sustainable cultural values (Florez, 2005). Among these qualities, the properties provided by the pedagogical developmentalist model will also be taken into account, which has as its center the study of the subject within a learning by phases and intellectual stages, which are improved through the stimulations given not only at the cognitive level but also at the cognitive level (Flórez, 2005). This idea of conserving the indelible properties of educational time also led to thinking about the properties of a model seen from socialist pedagogies , which center their development on the idealization of multifaceted processes and the ability to understand that everything openly passes through a culture (Florez, 2005).
2.3 CLASSIFICATION OF PEDAGOGICAL MODELS ACCORDING TO JULIAN DE ZUBIRIA
For De Zubiria (1994) "different pedagogical models have given different answers to the question about the purpose of education" (p. 4). In this sense, De Zubiria (2006) reviews the different pedagogical theories from the Traditional School taken as a heterostructuring approach where the student takes knowledge from the outside and through a memorization process assumes this learning; on the other hand, the Active School and Constructivism as a self-structuring approach because it is the student who generates their own knowledge from the understanding, analysis and creation of this. However, this approach focused on the generation of knowledge leaves aside the ethical and attitudinal aspects of student development, hence De Zubiria proposes a Dialoguing Pedagogical Model , where not only the construction of knowledge is essential, but also the integral development of the student.
2.4 CLASSIFICATION OF PEDAGOGICAL MODELS ACCORDING TO ALEXANDER ORTIZ
According to Ortiz (2011), the implications of theories are executed as intertextual processes that result in the integration of pedagogical models that can be debated in the midst of curricular and paradigmatic arguments by theorists and experts of this epistemological proximity. This particularity allows Ortiz (2011) to dignify the potential of using models, seen as tools that are mainly based on complex psychological, sociological, communicative, ecological or gnoseological systems, seeking that educational cuts can motivate the construction of new models and paradigms.
In these terms, the pedagogical models according to Ortiz (2013), the traditional school , according to Ignacio Loyola, understands that the student has a passive and dependent role, while the teacher assumes a position of power and transmitter of knowledge. On the other hand, the indications of the New School , dignifies the potentialization of knowing how to think and assimilate the world from a collective interpretation, where the student is recognized as an active subject in their learning; aspect that generated limitations especially in the structuring of the contents.
In this sense, Skinner's Educational Technology proposes, through behavioral tendencies, that the student self-instructs and assimilates the sequences of units that the teacher programmed in the content (Ortiz, 2013). Later, in the management of contemporary Psychology and Pedagogy, the opportunity arises to construct elements that account for the value of the human in the integration of knowledge, in actions at a cognitive and cognitive level; for this, the School of Integral Development is proposed in which "humanist, constructivist, historical-social and critical currents, among others, are inscribed" (Ortiz, 2013, p. 123). This allows consolidating a problematization and reflection to motivate creative and critical performance in students, where cultural, ethical, and aesthetic values are part of learning.
2.5 TEACHING PRACTICE
Since Zuluaga (1999), the concept of pedagogical practice is proposed, which encompasses both theoretical and practical pedagogical models, discourses and the social characteristics in which pedagogical practices are developed; as Zuluaga mentions (as cited in Rios , 2018), pedagogical practice is a methodological notion that includes both the relationships that are woven inside and outside the classroom. These relationships are primarily human and with the link between the curriculum and methodologies: "Pedagogical practice is a social practice around the task of teaching" (Herrera, 2013, 141).
For Estupiñan and Valverde (2021), pedagogical practice is a construct process that requires feedback and self-assessment of pedagogical work. In this way, spaces for reflection are generated, which lead to transformation and updating according to the contexts and their culture. When the teacher reflects on their pedagogical work, it allows them to reformulate the teaching process, as established by Valverde and Hernandez (2017) "reflection is a theoretical concept accepted in research as one of the most significant ways for teachers to examine their professional practice themselves" (p. 3). This reflection allows each student to be provided with the necessary strategies to achieve meaningful learning.
The conception of pedagogical practice encompasses multiple aspects and is not only limited to the action that the teacher performs when interacting with the student within a classroom; this conception goes beyond the classroom, encompassing the contexts and environments that surround the student externally. Marroquin et al. (2018) proposes that pedagogical practice is a process of social interaction permeated by beliefs, attitudes, feelings, etc., to form competent, critical, and reflective students.
3 METHODOLOGY
The research process was guided by the Qualitative-Interpretive paradigm (Hernandez, et al., 2006, 2014), the phenomenological approach (Gómez, 2006; Guardián, 2007) and an evaluative-comparative type of research ( García, 1999; Ferrer, 2002 and Valverde, 2011). To achieve this, the following techniques were used: semi-structured interviews , observation and documentary analysis.
The findings obtained from institutional documents, the PEI, and the information provided in the interviews with teachers were organized and analyzed according to categories and subcategories. For the pedagogical models category, the concepts, approaches, and theoretical foundations were identified; while for the Pedagogical Practices category, the concepts and typologies of pedagogical practice were identified. In addition, the information recorded by students during their observations of pedagogical practices was considered.
4 RESULTS AND DISCUSSION
In this process, the findings from three sources were integrated: the Institutional Educational Project (PEI) document, interviews with teachers, and classroom observations conducted by students at the Luis Eduardo Mora Osejo Educational Institution, with descriptors in parentheses. Based on this interaction and pedagogical dynamization, intertextual initiatives were identified, which will be analyzed in the following section. These initiatives are complemented by theoretical and pedagogical arguments and organized according to the categories of Pedagogical Model and Pedagogical Practice, as well as the corresponding subcategories.
The Luis Eduardo Mora Osejo Municipal Educational Institution (LEMO) is located in the city of Pasto, in the department of Nariño, Colombia. It is a public institution that offers educational services for all levels, from preschool to high school, and offers both academic and technical modalities. According to the Institutional Context reflected in the PEI (2023), the institution serves a vulnerable and fluctuating population, a product of various social problems such as forced displacement, drug trafficking, and violence in general.
4.1 PEDAGOGICAL MODEL.
The IEM LEMO does not have a defined pedagogical model; within the pedagogical component, the PEI establishes a pedagogical proposal called "Participatory Transformation, which is based on the adoption of the critical, democratic, and cognitive models, grounded in active pedagogy" (PEI, 2023, p.30). This proposal seeks to empower students and the community to generate positive social and cultural changes, promoting critical and creative education with a social sense. Also, it is proposed that a " Competency-based approach" is assumed as stipulated by the Ministry of National Education in the Basic Competency Standards. Emphasis is placed on Learning to know, to do, to be, and to live together. (PEI, 2023, p.30). Therefore, in each of the areas and subjects, the competencies, performances, and indicators are described, which allow the academic process to be developed with the students.
The results of the interviews with teachers reveal their perceptions of the pedagogical model, which is taken "as an approach or guide for the teaching and learning process" (ED, 1:1, 2, 3). Through educational processes that involve planning, implementation, monitoring, and evaluation. These conceptions are complemented by mentioning the use of resources and the definition of objectives, "defining methods, objectives, and resources to optimize the educational process" (ED, 1:2). Teachers also mention that pedagogical models allow them to answer the purposes of education and, with them, other questions that arise in the formative process: "what should be taught, to whom is the teaching directed, how to teach, who will be the main subject in this teaching, if there is one, what tools will be used, among other aspects" (ED, 1:6).
Regarding the theoretical foundation on the institutional pedagogical model that some teachers have, they recognize that " The Pedagogical Proposal "Participatory Transformation" has been formulated taking as references: cognitive theory, transformative school and democratic school With a competency-based approach, taking as references the MEN guidelines" (ED, 1:27,31). Likewise, they affirm that they do not have "a particular model" (ED,1:30). As stated in the PEI (2023); however, other teachers describe that the pedagogical model is formulated from the competency-based approach, which implies achieving academic, civic and labor competencies, manifested in knowing, doing and being (ED; 1:28,35,55).
In general, based on the information collected and analyzed regarding teachers' concepts, approaches, and theoretical foundations regarding the pedagogical model, it can be stated that most teachers have adopted the theoretical foundation set forth in the PEI (Institutional Educational Plan). However, this document does not provide an established definition of the institutional pedagogical model. Although a pedagogical proposal called "Participatory Transformation" is mentioned, it does not present the structure of a pedagogical model or the adaptation of a particular one. Therefore, some teachers associate it with the competency-based approach, in line with the guidelines of the Ministry of National Education, focusing on the dimensions of learning to know, to do, to be, and to live together.
This diversity of conceptions and interpretations, on the part of teachers, can generate difficulties in the development of the training process, since the approach of a pedagogical model allows to structure and organize the teaching-learning process: "In this model the what, why, what for, how, where, when, for whom, with whom, and with what the teaching-learning process should be developed is determined" (Ortiz, 2013, p. 67).
4.2 TEACHING PRACTICE.
According to the PEI (2023) of the ТЕМ LEMO, pedagogical practice "refers to the agents and components that are part of pedagogical practices such as teachers, learning, and student training" (p. 30). Where the teacher is a companion of the pedagogical process, "Learning is developed through performances and is evidenced by indicators" (p. 30), which are reflected in the area and classroom plans; likewise, the training process implies "Training students with a broad sense of responsibility, capable of recognizing and accepting others, ready to seek solutions through dialogue and healthy coexistence (PEI, 2023, р. 13).
Regarding the typology of pedagogical practice in the PEI document (2023), no specific definition was found for the type of pedagogical practices; however, the terms: educational practices, practices, pedagogical tool, educational actions or pedagogical process are taken, "Thus, it is necessary to reflect on educational practices oriented towards the result, by "the result" and guarantee an educational dynamic centered on the process" (p. 29). "Between practices as means and practices as ends" (p. 35). "The use of educational actions aimed at meeting these objectives are those that are presented in dynamics that go beyond the curriculum" (p. 48). "Pedagogical process that revolves around teaching, learning and evaluation" (p. 36).
Teachers conceive pedagogical practice as "a complex and multifaceted process that involves different worldviews and contexts of both teachers and students to achieve actions and strategies to facilitate students' learning and comprehensive development" (ED, 1:7). This diversity allows for the implementation of various strategies and resources in pedagogical work. Thus, teachers state, "In my pedagogical practice, I use a variety of strategies and resources to guarantee" (ED, 1:11). With this, they strive to achieve meaningful learning and reflection processes that lead to the comprehensive development of students: "It is the set of strategies, activities, and reflections that teachers develop in their interaction with students, with the purpose of promoting meaningful learning and comprehensive development" (ED, 1:10). Along these lines, teachers' statements regarding pedagogical practice, the use of various resources and strategies, and reflection processes that foster critical analysis by students, including self-assessment and self-regulation, are raised (ED, 1:5, 10, 11, 15). In addition, inquiries into prior knowledge and feedback processes are carried out: "I maintain an ongoing dialogue with the students. The feedback process is constant at the beginning of each class, taking into account the prior knowledge necessary for the development or continuity of a topic" (ED, 1:62).
Likewise, students provide a complementary perspective on the resources and strategies used by teachers, since several students mention that various resources are used in the development of classes: "We also do practice in the laboratory and work mainly with guides and exams" "The use of different tools favors the students' attention" (GOE, 6:1); "There are laptops" "videos or group methods" "We have sufficient resources" "With computers and a television" (СОЕ, 6:2). It is evident that there is a positive assessment of the work of the teacher; the students mention the use of audiovisual resources, as well as exams and work guides; they also highlight the development of reflective activities on topics such as bullying, which allows for socialization and the strengthening of critical thinking.
However, there are students who state that class participation is low because the dynamism of the class does not allow for student motivation and, therefore, their participation, "Participation is low because there is no dynamic class" (GOE, 6:1). Similarly, they only hold workshops "It's average, sometimes they help you, and sometimes they don't, sometimes they don't explain and they only deliver workshops and only make you copy and copy from a book, apart from the fact that when they explain it is confusing and very fast" (GOE, 6:5). And memorization processes predominate, which are then evaluated through exams, "Well, they make us write and write, make us memorize what is written and then take an exam" (GOE, 6:5).
Regarding the typology of pedagogical practice, only one teacher states, "One classification of pedagogical practices is that there are discursive and non-discursive practices that reflect what the teacher actually does." (ED, 1:33). The other teachers define the typology with the approach or model, "The types of practice I know are the competency-based approach, meaningful learning, and the use of technology." (ED, 1:14). Or, they refer to the strategies or resources to conceptualize the typology, "Regarding the types of practice I know in my pedagogical practice, I use a variety of strategies and resources to ensure that students are actively involved" (ED, 1:11). Therefore, it can be stated that there is no clear conception regarding the type of pedagogical practice on the part of teachers, which may be a consequence of the fact that this aspect is not defined in the PEI either.
However, the type of teaching practice of teachers underlies the institutional pedagogical proposal, which proposes that "The pedagogical approach is based on theories oriented toward the democratic, critical, transformative school and cognitive theory" (PEI, 2023, p. 43). In this way, this approach guides decision-making and the strategies implemented in the classroom, as teachers state, "the pedagogical proposal is an important element since it shapes teaching practice and its constant analysis allows teachers to make fundamental decisions to achieve academic success and the comprehensive training of students" (ED, 1:24). For this, reflection on one's own practice is essential, since, "pedagogical practice is conceived as the capacity for self-reflection on my teaching work, focusing on strategies and resources for student learning" (ED, 1:33).
Despite the fact that some spaces for reflection on adapted pedagogical practices have been fostered, "Occasionally, in Learning Communities meetings, spaces for reflection on the implemented pedagogical practices have been fostered" (ED;1:39). These are still not sufficient, as stated by the teachers "it is necessary that there be more meetings and spaces for pedagogical reflection that allow strengthening the motivation of students for learning and their personal development" (ED, 1:35). Hence, the persistence of traditional practices is observed in some cases: "The most used and at the same time highly criticized, although necessary, is the traditional practice." (ED, 1:15). Therefore, it is necessary for teachers to continue with their reflection processes on their pedagogical work, which allows them to encourage greater participation on the part of students and obtain significant learning. In this regard, Estupiñán and Valverde (2021) maintain that pedagogical practice is a constantly evolving process that requires feedback and self-evaluation of educational work. Hence, this process generates spaces for reflection that lead to the updating and transformation of teaching practices based on the contexts and culture in which they are developed. ( Marroquin et al. 2018)
In short, the Luis Eduardo Mora Osejo Institute of Education (IEM) does not present a defined pedagogical model, which generates diverse interpretations among teachers. Although most recognize the theoretical foundation of the PEI, the lack of a structured pedagogical model can impact the coherence of the training processes. A well-defined pedagogical model articulates and organizes the teaching-learning process (Ortiz, 2011, 2013) and (De Zubiria, 2010), facilitating the planning, development, and evaluation of academic activities and guaranteeing institutional guidance in student training.
Regarding the category of pedagogical practice, in the PEL it is conceived as the set of agents and components that intervene in the formation of the student, where learning as a component is structured through performances and indicators, which are reflected in the area and classroom plans. While teachers conceive it as a complex and multifaceted process, influenced by different contexts, these conceptions highlight the use of various strategies and resources that promote meaningful learning. Also, prior knowledge and feedback are taken into account; aspects that, together with the implementation of self-assessment and self-regulation processes, allow for reflection in both teaching and learning, which promotes the development of critical thinking in students ( Estupifian and Valverde, 2021).
Despite this, the PEI does not provide a clear definition for Pedagogical Practice , nor does it specify the types of pedagogical practice . Instead, terms such as educational practices, educational actions, and pedagogical process are used. Similarly, teachers associate pedagogical practice with models such as meaningful and technological learning, with the competency-based approach, and with the use of resources. Only one teacher mentions the classification of discursive and non-discursive practices.
Regarding the students, they do not make any explicit reference to types of pedagogical practice; however, active practices could be established when they manifest the use of technology, group activities and reflection processes, and traditional practices when they refer to memorization, use of a blackboard and expository classes. Valverde (2016) suggests that students need to prepare topics, reflect on their learning and in this way be motivated towards this learning process, that the social transformations given in the real exercise of interpretation of knowledge, account for different strategies that make the class a space also, to strengthen educational ties, active participation and the relationship of mediation.
Regarding interaction environments, the PEI, without describing specific environments, mentions the pedagogical process as a space for teaching, learning, and assessment, and prioritizes peaceful coexistence mediated by dialogue in training. This aspect is reinforced by the statements of teachers and students, who express the existence of positive interaction environments, highlighting processes of feedback and constant dialogue, group work, reflective discussions, and critical analysis. However, some students perceive low participation due to traditional, lecture-based classes, which lack dynamism.
Along these same lines, the current situation of pedagogical strategies and resources is described , which are reflected in a wide variety in the PEI, within the pedagogical proposal and the theoretical foundation of the areas of knowledge. Teachers also explain that they use different strategies, such as collaborative work, meaningful learning, self-assessment and reflection strategies, activation of prior knowledge, and memorization; and resources such as books, learning guides, exams, workshops, audiovisual and technological materials. Students ratify the implementation of these strategies and resources. They positively value the diversity of resources used, but they also mention the persistence of traditional methods, such as repetitive and rote processes, which generate demotivation and low participation.
For this reason, although the use of different strategies and resources is evident, it is necessary to define the typology of pedagogical practices, to prevent teachers from developing their teaching practice without any institutional guidance, which can generate a disconnection between what is proposed in the institutional horizon and what is experienced in the classroom context. If necessary, prioritize reflective pedagogical practice "As its name indicates, it is based on reflection processes that the teacher carries out in each facet of their daily work" (Marroquin, et al., 2018, p. 223). This perspective enables a dialogue between the teaching, comprehensive training and evaluation processes, as well as with social and cultural contexts. Barra and Maturana (2021), Espinoza et al. (2018), Guerrero (2021) and Sotomayor (2021), highlight the importance of recovering reflective practice as a good practice and methodological intervention tool.
Therefore , it 1$ necessary to implement greater spaces for reflection on pedagogical practice; although some exist, they are not sufficient to prevent the continued application of traditional practices with rote and repetitive methodologies, which are not in accordance with the pedagogical proposal and the guidelines established by the Ministry of National Education. For Valverde and Hernandez (2017), "reflection is a theoretical concept accepted in research as one of the most significant ways for teachers to examine their professional practice themselves" (р. 3).
5 CONCLUSIONS
The approaches of each of the authors are important and provide a theoretical foundation for the different pedagogical models, from traditional to constructivist and socio-critical, and thus help identify the concepts or foundations held by teachers. There is no single pedagogical model that meets all current educational needs, as these needs vary depending on the social and cultural characteristics of the context, the educational objectives, and the characteristics of the students.
The PEI does not establish a definition of pedagogical practice; therefore, teachers generally associate types of pedagogical practice with strategies, learning models, or the use of resources. Only one teacher mentions the classification between discursive and non-discursive practices; this aspect reveals the lack of a theoretical foundation in the PEI.
Students do not specify any type of pedagogical practice; however, according to their contributions, the teaching and learning processes are governed by active practices, the use of technology, collaborative work, and reflective processes. However, they also report participating in traditional classes, where lectures, the use of blackboards alone, and memorization predominate.
According to the PEI, interactive environments for the pedagogical process are spaces for teaching, learning, and assessment, where dialogue predominates as a fundamental part of healthy coexistence and a central axis of the educational process. This aspect is confirmed by teachers and students, who highlight the feedback processes, teamwork, and reflective spaces both in academic and social settings. However, the influence of expository and traditional methodologies is still evident, leading to sluggish pedagogical practices that do not motivate student participation in the meaningful learning process.
Both the PEI document and the educational agents mention the implementation of a wide variety of teaching strategies and resources; however, some students report the persistence of rote and repetitive processes, which indicates the need to institutionalize a reflective teaching practice and train teachers in innovative teaching strategies and resources.
The institution's learning assessment is based on formative processes, as expressed by teachers and students, since it links peer assessment, self-assessment, feedback processes, and reflection, ensuring that most students understand the learning process.
It is necessary to define a clear and structured pedagogical model that guides teaching practice through the implementation of various methodologies, strategies, and pedagogical resources. This implementation must be widespread among all teachers, ensuring the comprehensive development of students and maximizing the impact on their academic performance.
References
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