Abstract
This article showed the causes in the pedagogical order that corroborate the urgency of profound methodological changes that tend to create learning environments more coherent with the characteristics proposed by the pedagogical model in Ecuador. Hence, the main objective was to present a solution proposal that resulted in a model based on the creation of a problem, real or pedagogized to reality, which is the main bridge for the development of learning. The sequence was complemented by five stages progressively structured, in which development levels were established according to the evaluation of knowledge. Different methods of the theoretical level were used as: historical-logical, induction-deduction, analysis and synthesis, theoretical systematization, systems theory and empirical level: scientific observation, interviews, surveys and the criterion of experts to validate the proposal of the scientific investigation. The result was an increase in teacher preparation.
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