Pedagogical Model in the work of the URACCAN teaching staff, Nueva Guinea Campus

Abstract

The URACCAN Pedagogical Model was conceived to guide the teaching-learning process, hence the importance of assessing its applicability in academic practice and faculty appropriation. For this reason, an investigation was carried out with students and full-time and permanent teachers, in which interviews and focus groups were applied. In addition, coordination of academic areas was included, as was coordination of the academic secretary and vice-rector's office. All of this was done under the qualitative paradigm with a theoretical, methodological, and ethnomethodological approach.

The results indicate that the pedagogical model has been introduced through teacher training, department meetings, regulatory studies, and other initiatives. In addition, different pedagogical practices are carried out in the classroom that coincide with those described in the model. However, these are attributed to the knowledge or professional training of teachers, however, its mastery and appropriation by the educational community are still limited. This is due to weak forms of dissemination, personal interest, self-preparation, lack of monitoring mechanisms, learning environments, low teacher compensation, and, in addition, external factors such as the context, social, political, technological, and cultural elements, which have prevented adequate assimilation.

To overcome this, we suggest greater institutional commitment and identity; taking advantage of meetings and opportunities with teaching staff to address the main elements of the pedagogical model; and ensuring that authorities allocate space, teaching resources, and financial resources to promote relevant, quality educational processes based on the pedagogical model.