Vertical teaching practices in current education
From the theories of learning and the various psychopedagogical currents by which education has traveled historically, the importance of the teacher in educational processes has been recognized in the leader of the teacher as the center in the learning process and as a holder of absolute truthTo promote the teacher as the main agent of social change, an agent of transformation not only in the educational process of his students but of himself.
But then, why current education still promotes vertical educational models or practices where the teacher is the main protagonist of this process and through which mechanistic functional cutting practices continue to be promoted? Because despite the fact that the new critical-constructivist theories and perspectives emerge?
Institutionalized education has been complicit in the perverse alignment for the fulfillment of the goals expected by the ruling class, it is not aware of the double role to which it is subjected. On the one hand, he performs training and academic instruction and on the other, serves as an executing arm in the conversion of obedient and adapted subjects.
Therefore, the teacher must first understand what the current socio -cultural context is and understand their own personal context, that is, it must understand that the teaching work is to educate and not to school, therefore, the teacher must be seen as a researcher andA education professional capable of developing a critical vision of the curriculum, rather than as an operator of educational practices and processes.
In the exercise of teaching, being inserted in pedagogical dynamics, we must develop the role of reflective educators, guiding our reflections towards the way in which the curricular process develops. Therefore, they can be asked, educators are prepared to reflect on their practices?
The above demands then, knowing the different pedagogical models and developing practices with a critical approach, but not before as already mentioned, of the practices themselves and the dialogic relationship with our own context. In that context we must question first if we are reproductive or liabilities teachers, or progressive teachers.
This reality allows to affirm that there are establishments with a simple and bureaucratic organizational structure, which does not promote the training of reflective teachers, deficiency that increases more when the pedagogical technical units and directions are directed by professionals who do not have a preparation that allows establishing aPosture that responds to the needs of the institution, developing an instruction in the classroom, and not a curricular classroom management.
Then it is important to understand that educational and general education practices have traveled by development and research processes that have consolidated the postmodern education and economic system, which responds to neoliberal globalized demands of large commercial emporiums, so is theEducation victim of this system or is the executing hand of the system? Understand and reflect on teaching practice will allow us not to be instruments of manipulation, domination or social coercion.
In a society that grows continuously between the number of its inhabitants and that whose biological needs also grow, individualism is increasingHe goes out of hand ”to such allegory Zigmunt Bauman called him the liquid society, and while the life processes seem prefabricated and adapted standards in such a way that an individual cannot stop feeling useless or failing (or both) is then again that again that again thatEducation is the answer to counteract those states or levels of consciousness.
Thus, "technical theory looks at teachers as operators who handle curricular techniques, disjointed from their context … Practical theory considers teachers as moral agents, responsible for decision making in their classroom and school".
conclusion
If education is intended.
The teaching must aim to guide the experience of the student in order to lead him to learn by himself what allows him to develop all the possibilities that develop his full personality and lead him to personal fulfillment as well as to the discovery of all his virtues.
The student through active teaching gains self-confidence and takes advantage of their learning ability;Sociocultural and humanistic theories then promote the search for the elaboration and reflection of the individual autonomously through processes that are associated with social aspects.
Having schools today and educational processes somehow thanks to technology and media such as the Internet, it is an unprecedented fact, therefore, it is already historical because the school continues to work from the students of the students of the studentsand teachers. At this time to continue keeping students, teachers and parents also make an unprecedented effort to investigate, try and learn new technologies, applications and teaching-learning methodologies in the hope of maintaining the operation of the school,But do you just learn resources and methodologies to guarantee the subsistence of schools? It seems then that contextualizing learning, teaching and the moment that is lived right now, should be the first step before starting any educational process.
From this perspective “the school is one of the places where the historical connection with the currentof new social relationships "
References
- Rodríguez Huerta Juan Carlos (2015) Psychological Theories of Learning, Anthology of Module III of the Diploma in Teacher Training, FESC-UNAM.
- Freire Paulo (1968) Anti -dialogic theory, Pedagogy of the oppressed.
- Morris, c. G., & Maisto, to. A. (2005). Learning. Introduction to Psychology. (pp. 144-178).
- Mora Donoso Marcela (2016) The educator as a reflexive agent in the educational training process, Educational Horizons Magazine.
- Coll, Cesar;Jesús Palacios and Alvaro Marches;(2000). Psychological development and education. (Chap. 6) Referred in the anthology Learning Theory I, compiled by Cruz R., Laura.
- Schunk, d. H. (2012). Learning theories. An educational perspective.
- Gutierrez a. (2003) The educational process from learning focused.
- Rodríguez Aroccho w. and German alom. The sociocultural approach in the design and construction of a learning community.
Leave feedback