Modelo pedagógico y docencia en educación general básica

Abstract

At the end of the compilation in academic research it was found that in Ecuador the levels of curricular concretion aren´t fully integrated into the teaching-learning process in the classroom. The problem is that seventh-year teacher’s use curricular attainment levels by obligation, but they don´t use it as a help tool, which generates a disagreement when planning their classes based on a different pedagogical model than that taught by the institution. In order to carry out the research, taking into account the general objective of contrasting the application of the levels of curricular concreteness with the teaching-learning process in the students of the 7th grade of Basic "B" by the teachers, information was first collected on the levels of curricular concreteness, constructivist pedagogical model and teaching competences; second, a field study was conducted in the classroom by observing and interviewing teachers in the seventh year, using tools such as: observation sheets and questionnaire. This process allowed the collection of data that contributed to the achievement of several findings such as: those teachers see curriculum completion as a straitjacket, because the curriculum and pedagogical model guides the teacher to prepare a class based on some parameters to follow to meet certain skills with performance criteria.