Análisis de la práctica pedagógica desde la gestión académica del Colegio Del Rosario Campestre para capacitar el equipo docente en el modelo MEC

Abstract

The analysis of the appropriation that the teachers of the Colegio del Rosario Campestre have on the pedagogical model mediated by the theory of cognitive structural modifiability (MEC) is carried out. To achieve this objective, it is necessary to implement as information collection tools in this qualitative research, the semi-structured interview, the study of the pedagogical model and the analysis of the teacher performance evaluations, to achieve this triangular information and subsequently analyze it. It is concluded that the teacher training processes must be constant and consistent with the type of theory that is to be shared, being fundamental that the pedagogical model that is to be developed can be taught from its practice rather than from its theory, in order to develop a process meaningful learning.