Education as a process from teaching practice
Education has evidenced the importance of the historical progress of societies, a transmitter of culture that has preceded it in each particular era or social system. That is why the teacher has been the main protagonist in the development and transformation processes. However, teacher training has not always received special attention. The studies are covered from various paradigms, but the teacher as an active subject of learning has been scarcely attended. Both from the perspective of initial and permanent training.
In this regard, Alvarado (2013), refers to education as a process, from pedagogical practices makes sense of identity, reflects on culture with ethical and political foundations that are learned and developed and contribute to resolving educational conflicts and society. ¨
The educational process configures culture, synthesizes social and work demands, changes in technological advancement, the society to which it responds and the type of education that it traces as a policy. In this process, the teacher’s function is not reduced to reproducing culture and its components, but implies processes of assimilation, construction, reconstruction and improvement of the activity, the result of the interaction of people, society and history.
A pedagogical study of official documents of international and academic political organizations on the training and society link, although referring to higher education, analyzes the role played by the training for socio -economic progress from a reduced vision of society, framed in powerful companies andinterests of the developed world, to the detriment of countries with less development;and a broader vision that recognizes the value of education for the construction and progress of society, based on the integral development of the ‘person and social inclusion.
It concludes on the role of education and teacher in society;The importance of responding to the need for social demand to conceive of the teacher and the training of it from a new perspective, as an self-transformative and social transformative apprentice from the potential of their development;A new conception of permanent teacher training.
Educative community
The educational community is in charge of carrying out activities that lead to the improvement of the quality of education, and also to improve the psychosocial well -being of the students. It seeks not only to impart instruction or improve the quality of the same, but to reach an integral education, that is, also play a role that goes beyond the economic and structural aspects of the physical plant of educational institutions, reaching levelsof complexity and responsibility by including aspects such as controls in educational budgets
From this problem, work has been done on the training of teachers from a model called research didactics (Giacobbe, 1999; Giacobbe and Moscoloni, 1997, 1999; Giacobbe, 2005; Stenhouse, 1987), based on the line of constructivism.
It is assumed that this framework integrates various theoretical visions that converge in practice: Piaget taken to the classroom by Aebli (1985, 1988, 1991), Vygotsky (1979), as well as numerous Spanish authors (Carretero, 1998; Carretero and Pozo, 1989;Pozo, 1994; Coll, 1990, Coll and Solé, 1991; Gimeno Sacristán and Pérez Gómez, 1988, 1993);To which adds the vision of the paradigm of the complexity of Morin (1994).
From this perspective, this research group put into action the dictation of numerous teacher training courses, where attendees achieved the objectives proposed to a greater or lesser extent. However, the most difficult problem to solve is how to unlock the current situation in schools of teachers’ origin, in regards to the crystallized teaching-learning model, which is still used in numerous educational centers.
Significant learning
This document is based on the constructivist principles of the teaching -learning process in order to avoid only a theory of development or learning as the theoretical framework of unique and exclusive reference, it was decided to select various theories that are also encompassed in constructivism andThis way resume the set of explanations that provide the different theories, those aspects or parts that have and serve to understand and explain teaching through the strategies mediated by technology and significant learning and thereby have an articulated and coherent vision of theseprocesses.
To highlight the importance of constructivism and its relationship with learning, teaching and technological mediation, reference is made to the following:
This tight synthesis of the constructivist conception allows us to locate the student as the promoter of their own learning, regulated by the mediating action of the teacher, based on actions provided for in the instruction, where support technologies allow interactions generating knowledge that translateIn learning results.
With the above, it can be considered that the constructivist perspective is post-epistemological and that is why it is so powerful to promote new research and teaching methods;in such a way that this investigation is mainly based on three theoretical references, all of them with a constructivist approach and of which a summary is presented:
Constructivism: Ausubel (1976);Coll et al (1995);, Guba et al. Therefore, subjects are active people.
Meaningful learning: Ausubel (1976);Ausubel (2002);Bustos and others (2010);Castillo and others (2006);Diaz and others (2004), Ojeda (2007), Ojeda et aland his effort to learn significantly.
Technological-Educational Mediation: Castells (2009), Fainholc (2010), Guglietta (2011) and Vygotsky (1979) agree that through the activity mediated by artificial means the psychological functions change, and that when using these tools it is enhanced byUnlimited mode the psychological activity of the individual.
These constructivist positions have important scope for teaching and learning, and have been reinforced through the various studies presented by researchers such as Ojeda, 2007;Castillo, 2006;Coll, 2010;Díaz, 2010;Pepper, 2012;Quezada, 2009, in Carranza and Caldera (2016), who agree in the clear relationship between meaningful learning, constructivism and educational technological mediation.
Therefore, if this research is basically teaching strategies mediated by technology and its relationship with meaningful learning in a mixed modality, it can be said that the direct application of constructivist theory is in the mediation process carried out by the teacherin the social environment that constitutes the school and for this case also the modality in which it is carried out, where what is expressed through the contents of the programs favors the construction of knowledge from the significant learning that students acquire. And it is precisely such interaction that benefits the private and personal process
Bibliography:
- Ausubel, d. P. (2002). Acquisition and retention of knowledge. A cognitive perspective. Barcelona, Spain: Paidos Iberoamerica editions, S.A. [Links]
- Ausubel, d. (1976). Educational Psychology: A cognitive point of view. Mexico: Editorial Trillas. [Links]
- Vygotsky, l. S. (1979). The development of higher psychological processes. Barcelona: m. Cole, v. John-Steiner, s. Scribner, and e. SOUBERMAN, EDS. [Links]
- Castells, m. (2009). The informational city. Information technologies, economic structuring and urban-regional process. Bibliographic Magazine of Geography and Social Sciences
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