Review of educational praxis. Case studies: San Luis Potosí, Los Mochis and the Dominican Republic

Abstract

Teaching practice can be considered as “the technical conception of those who apply teaching techniques in the classroom” (Fierro, 1999), which must be objective. For a better study of the practices, they have been organized into six dimensions, which serve as a basis within the teacher's work: Personal, which studies the relationship of the teacher with his professional work; Institutional, which refers to the material, normative and labor conditions of the school within the educational system; Interpersonal, which studies the relationships between the people who participate in the educational process; Social, which studies the relationships within the environment in which he works; Didactic, where the teacher is an agent within the process and the student is responsible for the construction of his own knowledge, skills and competencies; and finally Values, which consists of the practice of values ​​inside and outside the educational space. These dimensions serve as a basis for analyzing teaching practice, so that the teacher has a parameter to value the meaning of his work and his profession.

As for the role of the teacher, it is necessary that he/she be aware of the importance of strategic teaching and learning, and thus be able to provide his/her students with the tools to prepare them for the

knowledge society. The results from the reflections on the practice of these subjects that in the studied dimension regarding the institutional, reflect weaknesses in the administration of the educational process due to the absence of a plan built with the actors that allow him/her to better manage the center. The absence of an evaluation and supervision system that allows him/her to work on the basis of low achievements. To achieve the real transformation of educational situations, a theory of change will be needed, that is, a conceptual structure that links research with practice, overcoming in the first place the theory-practice contradiction. Current times demand from education professionals more and better capacities for the realization of their work.

Based on this, educational practice must be analyzed from three levels of depth that lead us to its explanation and definition. To do this, it is essential to have clear pedagogical concepts that help us correctly interpret the facts in the classroom. Teachers must acquire theoretical elements and action-research models in order to be protagonists of the knowledge acquisition process. This will allow them to question their problems in the classroom and, according to their reality, implement actions that manage not only to contemplate reality but also to transform it.

Teaching is no longer the repetitive execution of a prescribed pedagogical task, but a complex activity in which the ingenious solution of problems, coordination within the team and the management of human relations occupy a prominent place. The transaction of information and knowledge. Inquiry, recovery and evaluation are convergent elements in educational practice. The investigation, for its part, aims to help the actors in educational practice to reconnect with their own work. To do this, they have the evaluation, which constitutes an efficient quality control of educational institutions and their product, whose results will allow them to apply corrective measures and innovations that help them to recover and improve the quality of their educational center, to update themselves in tune with the new philosophies that the introduction of ICTs brings with it. Thus improving teaching and institutional management.

The evaluation of the processes that are followed in teaching practice are increasingly changing and diverse. The use of information and communication technologies in knowledge societies should not be an end in itself, but should be a means that allows teachers to develop greater autonomy in their decision-making, to expand their critical thinking and to increase their capacity to interact with the innovations that appear more and more quickly.