Epistemological perception of the Landivarian teacher about his teaching practice and psychopedagogical training

Abstract

PROBLEM: In the Landivarian teachers’ permanent formation, higher education didactics and the epistemic characterization of the teaching-learning process are crucial in the development of cognitive and social skills, attitudes and values related to educational quality. OBJECTIVE: To describe how the epistemological perception from which the teacher conceives education determines his teaching practice and his psychopedagogical training. METHOD: A content analysis with a qualitative approach and narrative design was carried out. The sample was chosen randomly, working with three teachers from two professional categories in 2019 at the Rafael Landívar University. RESULTS: Reflected that the perceptions that influenced the teaching process were their conception of teaching, methodology, classroom climate, ICTs and evaluation. In teacher training, participation in refresher courses, learning taken to the classroom, the conception of teacher training, training needs, being a good teacher. In professional development, sharing difficulties, reflection on their teaching work and identification with Ignatian and Landivarian values, and vision for the future. CONCLUSION: The teaching process suggests the constructivist approach in the use of methods focused on significant learning and the development of critical thinking. Teacher training relates psychopedagogical and technical updating. Professional development values the exchange of experiences, reflection on teaching practice, teacher-student relationship and institutional identity.