Effectiveness of the teaching strategies implemented in the course of the Integral Education Seminar

Abstract

The active and belligerent participation of university teachers in the implementation of teaching strategies plays an important role in the inclusion and motivation of students. In the careers of the Faculty of Humanities and Legal Sciences, where the subject of Integral Training Seminar is taught, various teaching strategies have been implemented, so this article analyzes their effectiveness. The methodology used is based on a quantitative and qualitative approach, with a descriptive non experimental design of transversal cut. Among the results found with a sample of 13 selected teachers and 280 students of the careers of this faculty, it stands out that the attitude of teachers differs in each of the groups selected in this research, since, despite working with schedules and Approved teaching strategies, derived from the work of teaching groups, each teacher prints a particular touch to their daily work and this impacts the effectiveness of the strategies. It is determined that the techniques used by teachers when teaching the Integral Training Seminar class achieved limited effectiveness, since not all students rated them as good, motivating, adjusted to reality, expectations of training and usefulness professional.