Article

Pedagogical device: training of teaching practices in university education.

Pedagogical device: training of teaching practices in university education

Dispositivo pedagógico: formación de prácticas docente en la educación universitaria

Dispositivo pedagógico: formação de práticas docentes na formação universitária

Ericka Figueroa-Martínez

Master's Degree, Universidad de Guayaquil, Guayaquil, Ecuador, https://orcid.org/0000-

0002-5058-8741 ericka.figueroama@ug.edu.ec

Narcisa Castro-Chavez

Master's Degree, Universidad de Guayaquil, Guayaquil, Ecuador, https://orcid.org/0000-

0002-55744-4724, Narcisa.castroc@ug.edu.ec

Geoconda Mota Rodríguez

Master's Degree, Universidad de Guayaquil, Guayaquil, Ecuador, https://orcid.org/0000-

0002-7739-2175 Geoconda.motar@ug.edu.ec

Olga Bravo Santos

Master's Degree, Universidad de Guayaquil, Guayaquil, Ecuador, https://orcid.org/0000-

0002-3695-6878, Olga.Bravos@ug.edu.ec

Received May 2021 - Accepted September 2021

Revista Iberoamericana de la Educación

Vol - 4 No. 4, October - December 2021

e-ISSN: 2737-632x

Pgs 81-105

Abstract: A review of the pedagogical device is carried out: teaching practice

in the teaching-learning process of the student of the Faculty of Philosophy,

Letters and Education Sciences, at the University of Guayaquil with the

following categories of analysis: collaborative learning. training, training

extensions, organization of remote connectivity, project-based learning,

research processes, classroom projects, case studies, didactic guides, training

research. The research methodology is descriptive with a bibliographic design

having a direct observation and with a survey of 164 students of the career of

Pedagogy of Mathematical Physics, Pedagogy of History and Social Sciences

in addition to the Career of Pedagogy of Chemistry and Science. Biology,

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Pedagogical device: training of teaching practices in university education.

which indicated that the best activation of teacher training is through

classroom projects with active techniques such as project-based learning,

study guides and case studies. The main objective is to identify the

pedagogical devices of teaching practice in university education for the

Faculty of Philosophy, Letters and Education Sciences. In conclusion, it is

necessary to specify proactive and defined theoretical positions to build the

development of the training of teaching practices in collaborative work at the

University of Guayaquil.

Keywords: Pedagogical device, teaching practice, collaborative work,

Higher Education, Faculty of Philosophy, University of Guayaquil.

Resumen: Se realiza una revisión del dispositivo pedagógico: práctica

docente en el proceso de enseñanza-aprendizaje del estudiante de la Facultad

de Filosofía, Letras y Ciencias de la Educación, en la Universidad de

Guayaquil con las siguientes categorías de análisis: el aprendizaje

colaborativo, las extensiones formativas, la organización de la conectividad

remota, aprendizaje basado en proyectos, procesos investigativos, proyectos

áulicos, estudio de casos, guías didácticas, investigación formativa. La

metodología de investigación es descriptiva con un diseño bibliográfico

teniendo una observación directa y con una encuesta a 164 estudiantes de la

carrera de Pedagogía de la Física Matemática, Pedagogía de la Historia y

Ciencias Sociales además la Carrera de Pedagogía de la Química y la Biología

los cuales indicaron que la mejor activación de la formación docente es a

través de los proyectos de aula con técnicas activas como el aprendizaje

basado en proyecto, guías de estudio y estudio de caso. Como objetivo

principal se identifican los dispositivos pedagógicos de práctica docente en la

educación universitaria para la Facultad de Filosofía, Letras y Ciencias de la

Educación. En conclusión, se debe que precisar posiciones teóricas proactivas

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Pedagogical device: training of teaching practices in university education.

y definidas para construir el desarrollo de la formación de las prácticas

docente en el trabajo colaborativo de la Universidad de Guayaquil.

Palabras clave: Dispositivo pedagógico, práctica docente, trabajo

colaborativo, Educación Superior, Facultad de Filosofía, Universidad de

Guayaquil.

Resumo: Uma revisão do dispositivo pedagógico: a prática docente no

processo ensino-aprendizagem do aluno da Faculdade de Filosofia, Cartas e

Ciências da Educação da Universidade de Guayaquil é realizada com as

seguintes categorias de análise: aprendizagem colaborativa, extensões

formativas, organização da conectividade remota, aprendizagem baseada em

projectos, processos de investigação, projectos de sala de aula, estudos de

casos, guias didácticos, investigação formativa. A metodologia de

investigação é descritiva com um desenho bibliográfico tendo uma

observação directa e um inquérito a 164 estudantes da Pedagogia da Física

Matemática, Pedagogia da História e das Ciências Sociais, bem como da

Pedagogia da Química e Biologia que indicaram que a melhor activação da

formação de professores é através de projectos em sala de aula com técnicas

activas como a aprendizagem baseada em projectos, guias de estudo e estudos

de caso. O principal objectivo é identificar os dispositivos pedagógicos da

prática docente no ensino universitário para a Faculdade de Filosofia, Letras

e Ciências da Educação. Em conclusão, é necessário especificar posições

teóricas proactivas e definidas para construir o desenvolvimento da formação

de práticas de ensino no trabalho colaborativo da Universidade de Guayaquil.

Palavras-chave: dispositivo pedagógico, prática de ensino, trabalho

colaborativo, Ensino Superior, Faculdade de Filosofia, Universidade de

Guayaquil.

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Pedagogical device: training of teaching practices in university education.

INTRODUCTION

Teaching practices are the actions of the educational process, that is, teaching

practice is influenced by multiple factors: from the teacher's own academic

training to the singularities of the entity in which he/she works, including the

need to respect a compulsory program that is regulated by the government

and the diverse responses and reactions of his/her students.

For the development of the theoretical level in the design of education in

training, it is necessary to carry out the teaching practices focusing on the

problems from the theoretical training, normally or the regular curriculum;

the teaching practices are carried out at the end of the processes and it is

wrong because the practice always helps you to improve the theory, it is better

the articulation from the beginning of the career.

In this way, reality is more complex and even competitive as a meshing of

practice and theory, this must be a reflexive habit since it is necessary to act

and exemplify the competences, for that it is important the relation of the

teaching practices in the initial training that affect the noble teachers. From

the institution it is necessary to establish training links, the devices of the

processes are necessary to identify them as: the reflection, the narrative from

the objectification then that we must socialize this reflection to a writing of

the vivencia through the practice diary, autobiographical writings and the

interviews of clarification in addition to the rubrics and the observation

feedback, case studies with memorable teachers and videoconferences in this

sharing to intervene in the noblest habits of teaching, framing the practice,

although the current reality is based on specific and general training from the

traditional model where at the end it is given with a conclusive project even

to make the thesis, through the formative model.

Therefore practices should be the articulating axis, that is, from the career

where all spaces must be committed, based on it is reported and exemplified

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Pedagogical device: training of teaching practices in university education.

the development of cases for the function of professional practice, for these

alternative models it would be essential to work with the practice from the

early years working in an integrated manner, you must have contact with

outstanding teachers, experience in situ , in addition with project-based

learning, with the school biography or with the life project. In this regard,

Alharbi, Athauda, & Chiong (2018) noted that project-based learning is a

pedagogical approach that many higher education programs have

incorporated, with students working in teams or groups on a specific project

over an extended period of time facilitated by an instructor. Likewise,

Blumenfeld, et al (1991) noted that project-based learning has unique

characteristics, such as involving students in solving complex problems or

real-world issues to sustain the learning processes. Likewise, Lou &

MacGregor (2010) indicated that it is one of the most important elements in

the implementation of project-based learning allowing the facilitation of

group work structures.

From the previous evidences, the articulation of contents through professional

practices would respond to the student's needs to know from the teaching

experience the didactic proposals that are necessary in the development of the

practitioners of an integral formation. The integrating axis of didactics and

the curriculum must be standardized in a systematic and collective way

because the curricular has become more technocratic than the experiences of

didactics. Based on this, project-based learning presents a didactic approach

where students work collaboratively with the design of projects with the

possibility of exercising an interdisciplinary range of skills. In this regard,

Biasutti & El-Deghaidy (2014) pointed out that, for cooperative learning

methodologies include advantages over traditional teaching approaches such

as promotion and development that determine the following:

• Active participation of students in the learning process;

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Pedagogical device: training of teaching practices in university education.

• Independent learning and teamwork;

• The integration of knowledge and skills in several areas;

• Student autonomy and awareness;

• Critical thinking processes;

• A positive attitude towards the subject of study;

• Student satisfaction.

It is for this reason that a reflective teacher must have some doors or

safeguards that are the parts of a whole in an interdisciplinary way, that is to

say, that knows how to work the development of the chairs from the

theoretical and practical training from a cosmogonic look, that is why it is

important to have teachers in these teams as sociologists, curricularists,

pedagogues, philosophers to have a systemic idea that converges in the

professional development of the student in the formative process.

In this sense, the reengineering of curricula in the design of training is much

richer with the budgets of our countries, because living with foreign

educational books takes away the identity of the social construct from the

budget. However, it is necessary to readings of experts in the subject to help

theorize the evolutionary development. In this regard, a study of teacher

professional development through curriculum development as a teacher's

experience in the field of online materials testing, research by Fisher (2011)

pointed out that from the teacher's reflection on the use and impact of

materials in associated technologies, these are a success that are defined as

good experiences in the classroom from the teacher's judgment. For that

reason, the implementation of learning materials associated with the

development and proliferation of online Curriculum design opens an

opportunity to replicate some of the unforeseen but significant impacts on

teachers' professional development. However, curriculum design provides the

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Pedagogical device: training of teaching practices in university education.

conditions in which teachers could reflexively generate knowledge, such as

about the use of computers in their own particular environments.

Regarding classroom projects, a study on scientific activities through

classroom projects and curricular ideas conducted by Demchik (2010)

pointed out that the curriculum design should incorporate the acid rain

method which presents six learning experiences such as: an introduction to

the topic through educational media; investigations and presentations in class;

laboratory activities; simulations; design; and implementation of a design. For

that reason, once applied, students are divided into groups of three and

directed to a variety of sources, such as library references and internet

resources, so that they can conduct research. From these learning experiences,

students acquire the ability to research, select appropriate information and

apply it to particular concepts, i.e., by doing the acid rain activities, students

learn in a practical way that there is a relationship between what they learn in

science classes and what happens in the real world.

Therefore, Gómez & Peñaloza (2014) indicated that practice is necessary and

from it to visualize the causes and effects of teaching practices, which are

structural changes where they point to Jürgen Habermas as a German

philosopher and sociologist known for his work in political philosophy, ethics

and theory of law, as well as in philosophy of language, indicating that a

conflict of antagonistic values is constitutive but it is not necessary to deny it

but to work on it, There has been a neglect in the micro pedagogical to

understand from the social aspect, politics and didactics where a change to

positivism is founded, where first is the theory and then the practice, although

education is phenomenological, changing and transforming in the classroom.

Based on the above, a study determining advice in relation to educational

theory about teaching practices conducted by Dennick (2012) pointed out

that, if learning is built on existing knowledge, then an effective teacher must

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Pedagogical device: training of teaching practices in university education.

be aware of his or her students' prior knowledge. Furthermore, in the

acquisition of new knowledge can only be mediated by existing knowledge,

i.e., that teachers present and explain new concepts using the knowledge that

students already possess using analogies and metaphors to help build

scaffolds and bridges to new understanding. Based on the above, the

researcher gives the following twelve practical recommendations: 1)

Determine and activate prior knowledge; 2) Build on existing knowledge and

challenge misconceptions; 3) Facilitate social construction of meaning

through group work; 4) Use active learning techniques; 5) Encourage students

to think about how they learn and give students responsibility for their

learning; 6) Make sure students get the experiences they need; 7) Reflection

is aided by log books, folders and feedback; 8) Develop mental models,

practical skills and attitudes; 9) Allow learners to participate in hypothesis

testing and action planning; 10) Respect learners and recognize who they are

and where they come from; 11) Ensure physical, psychological and emotional

needs; 12) Teaching and learning is a relationship.

Consequently, it is better to make decisions from the teaching practice where

the philosophy of Jürgen Habermas indicates, it focuses the problematic and

activation to build new knowledge, that is, it must be reflective to

problematize the causes and consequences of their teaching practice and then

theorize to understand when and with what technique I am being

constructivist, especially when it allows decision making in construction of

the practice-theoretic in a spiral way.

The Carabante study (2021) study indicates that the reference is in:

The rationality manifested in communication has a discursive character

because the success of communicative acts rests on the possibility of an

argued defense of validity claims. We can therefore define discourses

as processes in which speakers manage to provide a reasoned basis for

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Pedagogical device: training of teaching practices in university education.

their communicative proposals and the validity claims that underlie

them. The discourse ends successfully when these claims are

"performed" or defended, and eventually accepted by the receiver.

Consensus or agreement constitutes the optimal end of any discourse.

(p. 3)

With respect to the theoretical construction from the educational practice is

necessary within the reflection - action or action - reflection from that tacit

knowledge, because this appropriation of knowledge to situations of practice

helps us to resignify the "learning to do"; because that commoditization

(private system differentiated with the Ecuadorian public sector taking away

the leadership in areas such as Academia, Research and Technology) of

education that is better to continue as we are sometimes in the same place

without effort, has an impact on the learning of the learner; but the classroom

climate is the best thermometer to know that we are ruining the class without

that empowerment, it is there as it is given from "reflection in action" because

now I realize that I am modifying my teaching practice in the classroom, to

make it more dynamic and truthful with the practice.

However, the actions of the practice are motivated with theories with the

professional habitus, as Bourdieu indicates the analysis of the devices as

entrapment from the projection of teaching, which are those gajes of the

profession that are built in the unconscious of the teaching staff, and that it is

difficult to build from the practice of development or that determines the

complexity of the class, without reflection Cruz (2010).

Then, that assimilation and accommodation that Ausubel indicates, allows

understanding the mental assimilation where it consists in the incorporation

of objects within the schemes, schemes that are nothing else but the

framework of actions that man can actively reproduce in reality, in practice it

refers to the process of modifying schemes to accommodate a new change, in

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Pedagogical device: training of teaching practices in university education.

making oneself understood with the most valuable device that is reflection

and understanding new mental schemes. (Temporetti, 2006) .

From the above evidence, learning practices as educational dialogic reflection

foresees that the need to make a mental schema is when at the same time a

mental reengineering for the design of external conditioning factors, in favor

of new knowledge updates, that is, when a thorough and critical examination

of the "demands of beliefs" sometimes give in the development of practical

knowledges and references of new contexts. In this regard, Simpson (2016)

pointed out that dialogic learning has a positive impact as a pedagogical tool

on the value students perceive of their learning experience. Therefore, by

incorporating social networks into the learning context, the educator

responsible for the design of the unit of study makes use of successful

communicative models of interaction that allow him to ensure that students

come to value other forms of knowledge, through explicit use focused on

practices.

Likewise, the best residency practice that is carried out in class, above all

leaving the technicality is the reflection of the formative process, of the

experience seeking professionalization from the policy and complexity,

however, it will act as a modeling that develops in the integrality preparing

us for the adequacy of the practice, because it is from the reflective practice

that we will return to the ethics and innovation of employability. In this

aspect, the authors Prieto, Magnuson, Dillenbourg, & Saar (2020) pointed

out that reflective practice is an important approach to teacher professional

development, defining it as the professional growth that a teacher achieves as

a result of acquiring greater experience and examining his or her teaching

systematically.

In summary, the answers of the theory-practice in the training processes, have

had incidence in the teaching devices in the work of pedagogical couples and

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Pedagogical device: training of teaching practices in university education.

a collaborative work, that the "professional habitus" (process through which

the professional performance is internalized in an unconscious way in the

individuals at the level of knowledge and professional practices), as it is

handled in the book "The distinction", which indicates that "they are the

structures structured in the structures, which are handled as non-transferable

dissipations over time", in the case of teaching practices it is a manifesto that

is unconscious as a teaching nature where the cultural baggage of the learner

from the development of their university beginnings to their sustenance of

social reproduction and which is highly guided by the teachers Bourdieu &

Passeron (1996).

Teaching: object of study of professional teaching knowledge.

Due to this, in general terms, training and regulation by the State is required

to develop public training policies in a standard manner throughout the

country, and teachers must have a high degree of ingenuity and creativity to

carry out their teaching duties, that is, they must have a high social and

individual commitment to the educational center, with teaching as their

central function.

According to the manual of the Undersecretary of Public Policies in 1993 and

analyzed by the Inter-American Development Bank, the following is a

summary of the results of the study (Di Franco, Di Franco, & Siderac, 2016,

p. 7) they indicate that:

The diagnosis was common to the entire region: the deterioration of

quality, low internal performance, low equity in access and

permanence, inadequate allocation of resources, little development of

their own sources of financing and lack of articulation with the

productive sector and between higher education institutions.

Therefore, due to this, the teaching professional is able to manage mismatches

between the prescribed work and the actual work, in professional practices.

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Pedagogical device: training of teaching practices in university education.

Within the professional knowledge the educator must place himself in the

decision making of the practices based on singular contextualized situations

of the educational task as it indicates (Pedroza-Melo, 2020) citing the article

by (Naduri, 2012) emphasizes that teaching skills, personality attributes,

tools and techniques in their teaching practice can contribute to the

achievement of effective results in educational institutions. Faced with this

challenge, it is estimated that human capital in the context of education brings

together teaching competencies, teaching-learning skills, knowledge and

pedagogical-didactic experience, values and attitudes of commitment in the

training of their students, in addition to the educator must know the theories

and experiences that bring about meaningful learning. Their studies should be

based on research that develop other researches with the same formative line.

In this same context, the teaching practice as a subjective construction is

added to the necessary inputs to develop the teaching-learning process, from

here the teacher is formed in his mental and psychological structure, this

formative path is composed of school biography, professional socialization,

initial training, professional development, together with traditional theories

and incorporated theories.

"It is observed that this habitus is constructed in the intersubjective

relationships that occur between teachers, in such a way that the beginning

teacher elaborates his pedagogical knowledge in the interaction of his daily

practice." (San Martín & Quilaqueo, 2012, p. 2) .

In this regard, San Martín & Quilaqueo (2012) pointed out that, in the process

of social construction of teaching practice, "the educator can visualize himself

as a craftsman, scientist, technicist, professional or reflective etc. In addition,

he/she has to be a reflective entity that provokes the media confrontation of

the profession versus the practice to generate in the student an integral

formation" (p. 10) .

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Pedagogical device: training of teaching practices in university education.

Therefore, this habitus is built by what the student knows, the family, the

psychosocial environment where the teacher, through this previous

knowledge, molds this intelligence in the search for the social management

of knowledge.

How to distribute intelligence: (1) Physically distributed intelligence: notes,

diaries, folders, calculators, computers, etc. (2) Socially distributed

intelligence: group learning with a common group test system, pair problem

solving, Socratic teaching, dramatic activities; (3) Symbolic distributed

intelligence: essays in mathematics and science, diagrams, classification

tables, in literature. Variety of textual forms: stories, essays, lists, concept

maps, graphs, two-dimensional tables. (Perkins, 1997, p. 14) .

Likewise, teacher training is the same classroom practice that is required to

train teachers who contemplate laws, practice, welfare, budgets,

administration and management. Didactics is required to teach.

The characteristics of the pedagogical devices:

It allows the didactic approach to events in their real contexts, highlighting

the place of conflict, contradiction, movement, the act in progress, and

history. It includes the relationship of multiple lines or dimensions that

intertwine: social, institutional, group, interpersonal, individual, technical; at

explicit and implicit levels in imaginary and real registers. (Souto, 1998, p.

118).

However, the evaluation techniques within the context of the student body

must be carried out by the participatory, conscious and organized teacher,

which can be done through the pedagogical pairs that allow the university

student a dialogue between peers.

The proposal to carry out teaching practices, implementing the pedagogical

pair, aims at achieving a critical reflection on classroom practice and on the

process of building professional knowledge. In this sense, the residents

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Pedagogical device: training of teaching practices in university education.

recognize that working in a pedagogical pair is a contribution to their own

training, since it enables spaces and instances of reflection. (Sanjurjo L. La

pareja pedagógica como dispositivo de evaluación en la formación docente

universitario, 2016, p. 7).

In synthesis, the most powerful discussions have their derivations, from the

episteme in relation to the Theory it is necessary to know about the trilogy

(student-teacher-family); in the Technique to build and deconstruct from the

development of the pedagogical budgets in higher education (academy,

research and linkage with the community); in the Ethics with the development

of complexity; Social-effective with love and respect to our educational

community.

Didactics is necessary for the development of the teaching-learning process,

based on the recursive need for learning:

Didactics is reborn today on the basis of criticism of the eight assumptions

we have listed. Because we believe that it is always possible to teach better,

that it is necessary to permanently revise curricula; because it is necessary to

select and use teaching strategies well and to create new ways of teaching and

evaluating; because we are committed to ensuring that all students learn and

build all kinds of knowledge that are indispensable in their personal lives, in

their social relations, as citizens and as workers; because in order to seriously

base pedagogical decisions and practices it is necessary to integrate the

contributions of different disciplines as well as to carry out research in the

specific field of teaching; and because reflection must systematically

accompany all tasks related to the action of teaching, we affirm that it is

necessary to have a mature, serious, rigorous and dynamic didactic theory.(De

Camilloni, Cols, Basabe, & Feeney, 2007, p. 16).

Therefore, this perspective, didactics is a theoretical discipline that deals with

the development of active techniques that are developed in the classroom,

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Pedagogical device: training of teaching practices in university education.

with which you can play with dynamics such as: crossword puzzles,

ideograms, anagrams, fitting of pieces, mentefacts, application of Cartesian

planes.

The importance of the process of structuring information makes it necessary

for the learner to prioritize ideas:

Concept maps, as well as V-heuristics, organized in tiny "fragments", help us

to construct new meanings because they help us to organize the knowledge

we place in long-term memory and because they can act as a kind of mental

scaffolding to assemble the fragments of knowledge in our working memory

(Novack, 1989, p. 5). (Novack, 1989, p. 5)

Among the advantages of active techniques for the development of teaching

practice ideas we have:

• They are useful for organizing knowledge.

• They serve to preserve knowledge.

• They allow for meaningful learning.

• They facilitate the perception of interrelationships.

• They represent a set of meanings included in a structure.

• Allows timely verification of achievements.

• Develop creativity.

• Create psychomotor skills.

• Develop visual-spatial intelligence.

Teaching practice as seen from the learning environments depends on the

investment of public universities that determine the following:

The results of the consultation showed that, in terms of national higher

education policies, the main barrier to digital transformation at the

institutional level is the "lack of public financial support" provided for HEIs

to transform. Although there were some differences in the assessment of how

national regulatory frameworks and educational policies were conducive to

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Pedagogical device: training of teaching practices in university education.

transformation, this is the most important constraint across geographic areas.

(López, et al., 2021, p. 36).

It is necessary to revalue the teaching practices for a real university

transformation where the process is developed with digital tools for the

presentation of experiential case studies in the classroom.

Didactic transposition is the process by which a knowledge content is

modified to adapt it to its teaching. In this way, the knowledge is transformed

into taught knowledge, adapted to the student's level:

A knowledge content that has been designated as knowledge to be taught,

then undergoes a set of adaptive transformations that will make it suitable to

occupy a place among the objects of teaching. The "work" that transforms an

object of knowledge to be taught into an object of teaching is called didactic

transposition. (Chevellard, 1998, p. 16).

It is necessary to know that the result of the student-teacher teaching actors

leads us to a new actor in the process called "knowledge" as part of this

teaching process, that is to say, that it can be visualized with a connotation of

the subjectivized object of learning called: student. Being this knowledge a

category of analysis of the system, which is being modified for the best

performance of the teaching.

In the group-class, the explicit task leads to the achievement of learning: the

construction of knowledge within a discipline, the acquisition of specific

intellectual or motor skills, the modification of attitudes, the change in the

forms of subject-object relationship, etc. The analysis of this from the non-

manifest levels, from the implicit task, opens new perspectives of pedagogical

understanding. "Overcoming obstacles of different kinds that interfere with

the achievement of the objectives is not alien to teaching; on the contrary, the

quality of teaching and the results depend largely on including this level of

functioning." (Souto, 1993, p. 6). .

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Pedagogical device: training of teaching practices in university education.

To this end, knowledge is much more dynamic if it is learned in a group,

which is why the pedagogical device of pedagogical training trains, teaches

and plans the development of the constituent elements of teaching that above

all prepares for the development of the profession in the classroom.

The Escuela Nueva and its contribution to university teaching practices

In Europe at the end of the nineteenth century, the new school develops in the

development of the generational change of education, where education for

life, the construction of a student capable of being a citizen, takes place. In

Brunner's book (1995) indicates how the teaching should be carried out in

such a way that the objectives of education are fulfilled from the intellectual

reasoning of children and their cognitive psychology, the best development

of the class evolves in these six parts according to the author (p. 16) .

The teaching internship or residency environment should be an inexhaustible

place of experience that allows the new teacher to really get involved in the

educational task, because he/she is going to carry out a formative practice.

Our noble teachers in the process of training must make the environment of

the student dynamic by recreating a series of problems that will form the

motivation to solve the class.

Active methodologies allow giving value to the teaching-learning processes

from a practical approach, which determines the following:

APS (service-learning) facilitates, from its open and social conception,

experimenting on educational situations that, in addition, revert in

improvements for the community. All this, combined with appropriate

pedagogical techniques, is the ideal breeding ground for the emergence and

consolidation of the teaching condition, i.e., for the appearance of the defining

identity as a teacher. (Chiva-Bartoll & Gil-Gómez, 2018, p. 97).

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Pedagogical device: training of teaching practices in university education.

Therefore, it is a model where teaching practices are manifested in the

development of content and praxis associations where mutual collaboration

is required for the development of teaching competencies.

When a situation is unapproachable, we are faced with a dilemma that

prevents us from constructing the problematic situation. "The problem always

implies the recognition of the situation as a possible resolution based on our

intervention. The problematic situation always implies a construction, as

such, on the part of the one who is going to approach it." (Sanjurjo &

Rodriguez, 2003, p. 59) .

Thus, the problems in which we place the student under the current education

as we observed in the authors we have seen, reveal the need to develop the

intellect of students through reflective, generational and participatory practice

inside and outside the classroom, it is necessary to rediscover that way to the

teaching practice that is conscious and that resignifies the current education,

as well as those resources that allows to optimize learning and integration:

The resources that contribute to comprehension, whether they are used on the

blackboard or in the students' folders, are the diagrams (...) However, we

cannot fail to mention that the diagrams have an indisputable pedagogical

value and constitute a visual resource that, articulated in other basic forms,

strengthen the process of progressive differentiation and integrative synthesis.

(Sanjurjo & Rodriguez, 2003, p. 54)

Therefore, the didactic resources are necessary for learning and the

representation of the formation of the teaching nobel in the case of

educational cloisters, some that do not have learning environments with

technology even the classic utensils as recursive must overcome in content

and interest to the student body to cause that effect of empowerment of the

class. The active techniques proposed in this article promote the need to

provide students with educational experience, even if they do not yet have the

Article

Pedagogical device: training of teaching practices in university education.

experience of "teaching practice". Thus, with the development and approach

of a classroom project containing three active techniques: study guide, case

study, problem-based learning, it is possible to condense the precisions of

university teacher training.

Study guide: study and evaluation strategies inside and outside the classroom.

Case study: allows the reinforcement of contents with the exemplification of

educational scenarios.

Problem-based learning: it implements the contents from research and its

approach to the family-teaching-school context.

Figure 1. Active techniques based on the teacher training process

Source: Prepared by MSc Ericka Figueroa Martínez

MATERIALS AND METHODS

A survey was made to 164 students of the University of Guayaquil, Faculty

of Philosophy, Letters and Educational Sciences where the questions were

focused on the formative process of the students who will obtain their degree

in Educational Sciences. However, the interest of students to experience

educational practices from the center of study is demonstrated, either by a

Problem-based

learning with an

academic, research

and community

outreach structure.

Case

study:

educatio

nal

reinforce

ment

Study guide

with cognitive

ideology

Article

Pedagogical device: training of teaching practices in university education.

100

reflective practice through case studies or methodologies that allow them to

connect with the current reality.

Figure 2. Online learning in the integration of case studies for student

training.

Source: Prepared by MSc Ericka Figueroa-Martínez, survey directed to

virtual education students period 2020-2021/ Pedagogy of Physics and

Pedagogy of Chemistry and Biology.

Ninety-two percent of the students agreed with the need to carry out

educational practices in the classroom through collaborative work,

simulations or case studies, while 5% were indifferent due to lack of

knowledge about the subject matter and 1% disagreed because they wanted

the theoretical classes to be applied in educational institutions in zone 8

(Guayas-Samborondón).

Totalmente

de acuerdo

acuerdo

Indiferente

Endesacue

rdo

Totalmente

desacuerdo

Frequencies

60 91 9 3 1

Percentages

37% 55% 5% 2% 1%

37%

55%

10%

20%

30%

40%

50%

60%

100

Percentage of responses

Number of people