Modelos pedagógicos de enseñanza aprendizaje en la modalidad virtual implementados en la formación de docentes interculturales bilingües. Junio - octubre de 2016

Abstract

This analysis was carried out in order to characterize the components of the pedagogical models that were applied in the course of continuous training "ancestral knowledge for intercultural bilingual teaching". This analysis, the traditional pedagogical model and the constructivist pedagogical model were considered, based on the five questions posed by De Zubiría (2006). What we teach? Aim to achieve; the classification of the contents, what to teach?; sequence of contents answer the question, when to teach?; the selection of methodological strategies related to the mediation and feedback from the teacher and the pupil accompaniment, they lead us to the question, how to teach?; finally, answers to the question what, how and when to evaluate? The method used for this analysis was qualitative and descriptive. The data were achieved through the analysis of the analytical plans of the four modules and the general observation of the virtual platform where the course was carried out. The five components of the pedagogical model and the pedagogical mediation have been reviewed there. Finally, the teachers and students participating in the course have been interviewed in order to check the information already obtained. The analysis allows knowing the predominant pedagogical model in the course, the pedagogical components found in the Analytical Plan and virtual classroom, the importance of the pedagogical mediation and implementation of a current pedagogical model, for the virtual education.