Pedagogical practices from the socioformative approach: A teacher self-evaluation in Peru

Coaquira Begazo C.M. · Revista de Ciencias Sociales (2020)

Resumen

Pedagogical practices become a key strategy for learning, due to the diversity of ways in which knowledge is channeled. The purpose of this article is to carry out a self-evaluation of the pedagogical practices of teachers of the Professional School of Education in a university in Peru, taking into account the socioformative approach, taking as an instrument the Rubric of Pedagogical Practices from the socioformation designed by the University Center CIFE where eight aspects are evaluated, whose responses determine five levels according to the socioformative taxonomy, which was applied to 156 teachers. The analysis methodology integrated qualitative and quantitative elements. Among the results, it is worth mentioning that the practices from the socioformation in the university studied achieve an Autonomous Level (medium high) in six aspects: Awareness, resolution of context problems, central product, ethical life project, collaborative work and knowledge management; Instead, they achieve Resolutive Level (medium) in two aspects: Complex thinking and improvement of living conditions. It is concluded that the relevance of the reflection based on the self-evaluation carried out allows us to extract arguments related to the Socioformative Approach to generate the sustainability of the teaching performance in the Professional Schools of the Peruvian university.

Instituciones: Universidad Católica San Pablo