From Teaching Practice to Educational Practice: A Didactic Strategy to Improve the Quality of Education Provided

Abstract

 

The present study highlights a series of particularities surrounding what it means to carry out educational practice as a means of improving the quality of education provided. In this regard, the study emphasizes the use of Qualitative Methodology, the ethnographic method, and participant observation as a research technique, with the aim of understanding the educational reality that exists in many schools throughout the country. This reality is shaped by the persistence of anachronistic practices, characterized by widespread verbosity that borders on monotony and an exacerbated reproduction of established practices by those involved. Likewise, a series of findings that have emerged from the scientific research process carried out thus far are presented. However, the research is still in progress, and these findings are preliminary, particularly with regard to the interpretation of most of the surveys and sample cards collected. These findings point to a lack of knowledge concerning those deliberate and purposeful actions that could be directed toward improving education. It is possible that the work currently being carried out forms part of another paradigm, one toward which we must transition and in relation to which we must change the numerous reproduction-oriented practices that are still embedded in the classroom. This situation is largely due to the lack of adequate teacher training and professional development, an issue that currently affects thousands of teachers throughout the country.