The initial education teacher. Among the theoretical and practical assumptions of pedagogical models

Abstract

The pedagogical action of the teacher has always been contingent on scientifically based theoretical constructs that intervene in the form of pedagogical models and establish the regulations to be followed in the construction of the teaching and learning processes. The objective of the work was to determine the knowledge of the pedagogical models of the initial education teachers, and their correspondence in their educational practice. It was founded on the theoretical contributions of Herrera y Martínez, 2018; Avila, 2017; Vives, 2016; Gervilla, 2016; Ertmer and Newby, 2013; Foucault, 2008; Ortega, 2005, among others. It was approached from the positivist paradigm, with a descriptive transsectal level field design. A sample of 107 subjects was taken and a Likert scale questionnaire consisting of 56 items was applied to them. The results showed that teachers have theoretical knowledge about pedagogical models, but are not based on practice, it was also determined that they perform a pedagogical practice following basically traditionalist models, knowledge transferor, taxation; finally, it was found that there is no correspondence between the proposed curriculum established by the initial education and the pedagogical practice of the teacher at this level. The study is subscribed to the research line Know Pedagogical of the Teaching Professional of Child Education of the Experimental Pedagogical University Liberator Pedagogical Institute of Barquisimeto.