Hybridization of pedagogical models in teaching practice in higher education in Ecuador. Technical University of Ambato – Case study
Hibridación de modelos pedagógicos en la práctica docente en la educación superior en Ecuador. Caso Universidad Técnica de Ambato
Hibridação de modelos pedagógicos na prática docente no ensino superior no Equador. Caso Universidade Técnica de Ambato
| 2020 | |
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Aprendizaje docente universitario educación superior hibridación pedagógica modelo pedagógico learning university professor higher education pedagogical hybridization pedagogical model aprendizagem professor universitário ensino superior hibridação pedagógica modelo pedagógico |
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| Español | |
| Universidad ORT Uruguay | |
| RAD | |
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https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/2944
http://hdl.handle.net/20.500.11968/4261 |
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| Acceso abierto |
| Sumario: | Pedagogical models in Higher Education in Latin America, and particularly in Ecuador, are dissimilar as regards educational practices. The majority of the teaching staff has not necessarily attended pedagogy and didactics courses, and consequently, most of them have become teachers as they went. However, at the moment of putting into practice their professional knowledge as they teach, they will be applying some models, either consciously or unconsciously. A pedagogical model is understood as the compendium and abstraction of several theories or approaches that guide teachers in the preparation of classes and programs as well as the dynamics of educational praxis itself. The present study is a descriptive, transversal, non-experimental research with non-probabilistic sampling, and basically a quantitative one. The test used for data collection has 40 items with a Cronbach's alpha of 0.911, and belongs to De Zubiria (Fundacion Universitaria Luis Amigo, 2009.) The following four approaches-pedagogical models of highest recurrence have been studied, to wit: traditionalist, conductive, developmental and social, according to gender, teaching experience, faculty where the teacher works, and age, as the criteria/variables involved. A descriptive analysis of the variables’ percentage level has been carried out and, in addition, the internal correlation between models has been verified. The main results show a high correlation and the unquestionable evidence of the crossbreeding of pedagogical models in the teaching practice at university. |
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