Teaching experiences, relevant cases in teacher practice and teacher training

Abstract

The work brings to the reflection relevant pedagogical practices, assumed as "teaching cases" in the framework of the continuous training with which the aforementioned teachers pass, and that were identified, valued and analyzed from a selection process intended to excel in his university training in the Academic Program for Teacher Professional Development; hereinafter PADEP-D, from the University of San Carlos de Guatemala and because there are nine (9) female students who work as teachers in the public sector at the pre-primary and primary educational levels, and strive to improve their teaching practice, attending to PADEP-D. These teachers have been accompanied in their educational establishments through pedagogical consultancies and based on the identification of their innovative actions in their practice in the classroom, they act as subjects of systematization of these experiences. The university training program ensures a historical record at the service of the new generations of teachers who, by consulting these documents, will find enriching experiences for the continuous improvement of the educational system. The purpose of this research lies in the visibility of teachers who are professionalized and transcends their work as educators to change the traditional forms of work in the classroom and in the community. The methodology used in framing the conducting of interviews, with a semi-structured questionnaire, as well as the analysis of the content of the reports of the improvement plans involved in the academic unit as a requirement to complete the formal stage of their continuous training. Before presenting these relevant experiences, a brief overview of the initial and continuing training of teachers in Guatemala is documented by way of introduction, in particular the implementation of a consensual strategy between organized Guatemalan teachers and the University of San Carlos de Guatemala to through the High School Teacher Training School, who acted as mediators for the Ministry of Education, reaching unthinkable agreements that facilitated the implementation of measures to improve teacher training and also actions that constituted basic reforms for education in the country. In education, medium and long-term results are valued, and these transformations have been implemented for more than a decade. In this analysis, the evidence that arises from this process stands out from the experience of the teachers whose training was developed in the field of the Academic Program for Teacher Professional Development, which resulted from those consensuses reached between the organized teaching profession and the State University and the which the Ministry of Education assumed as its own to execute it.