Resumo

GUAMAN-GUAYA, Bertha; CALATAYUD-SALOM, María Amparo  e  SANCHEZ-DELGADO, Purificación. The Challenge of Teaching Methodologies of Ecuadorian High School Teachers as a Factor of School Success. Educación [online]. 2024, vol.48, n.1, pp.266-285. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v48i1.53992.

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.

Palavras-chave : Teaching Method; Secondary Education; Education; Pedagogical Practices; Master Class; Active Methodologies.

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