Abstract

 
 
 A review of the pedagogical device is carried out: teaching practice in the teaching-learning process of the student of the Faculty of Philosophy, Letters and Education Sciences, at the University of Guayaquil with the following categories of analysis: collaborative learning. training, training extensions, organization of remote connectivity, project-based learning, research processes, classroom projects, case studies, didactic guides, training research. The research methodology is descriptive with a bibliographic design having a direct observation and with a survey of 164 students of the career of Pedagogy of Mathematical Physics, Pedagogy of History and Social Sciences in addition to the Career of Pedagogy of Chemistry and Science. Biology, which indicated that the best activation of teacher training is through classroom projects with active techniques such as project-based learning, study guides and case studies. The main objective is to identify the pedagogical devices of teaching practice in university education for the Faculty of Philosophy, Letters and Education Sciences. In conclusion, it is necessary to specify proactive and defined theoretical positions to build the development of the training of teaching practices in collaborative work at the University of Guayaquil.
 
 
Highlights
IntroductionTeaching practices are the actions of the educational process, that is, teaching practice is influenced by multiple factors: from the teacher's own academic training to the singularities of the entity in which he/she works, including the need to respect a compulsory program that is regulated by the government and the diverse responses and reactions of his/her students.For the development of the theoretical level in the design of education in training, it is necessary to carry out the teaching practices focusing on the problems from the theoretical training, normally or the regular curriculum; the teaching practices are carried out at the end of the processes and it is wrong because the practice always helps you to improve the theory, it is better the articulation from the beginning of the career.In this way, reality is more complex and even competitive as a meshing of practice and theory, this must be a reflexive habit since it is necessary to act and exemplify the competences, for that it is important the relation of the teaching practices in the initial training that affect the noble teachers
Palavras-chave: dispositivo pedagógico, prática de ensino, trabalho colaborativo, Ensino Superior, Faculdade de Filosofia, Universidade de Teaching practices are the actions of the educational process, that is, teaching practice is influenced by multiple factors: from the teacher's own academic training to the singularities of the entity in which he/she works, including the need to respect a compulsory program that is regulated by the government and the diverse responses and reactions of his/her students
MATERIALS AND METHODS A survey was made to 164 students of the University of Guayaquil, Faculty of Philosophy, Letters and Educational Sciences where the questions were focused on the formative process of the students who will obtain their degree in Educational Sciences
Summary
Teaching practices are the actions of the educational process, that is, teaching practice is influenced by multiple factors: from the teacher's own academic training to the singularities of the entity in which he/she works, including the need to respect a compulsory program that is regulated by the government and the diverse responses and reactions of his/her students.For the development of the theoretical level in the design of education in training, it is necessary to carry out the teaching practices focusing on the problems from the theoretical training, normally or the regular curriculum; the teaching practices are carried out at the end of the processes and it is wrong because the practice always helps you to improve the theory, it is better the articulation from the beginning of the career.In this way, reality is more complex and even competitive as a meshing of practice and theory, this must be a reflexive habit since it is necessary to act and exemplify the competences, for that it is important the relation of the teaching practices in the initial training that affect the noble teachers. Practices should be the articulating axis, that is, from the career where all spaces must be committed, based on it is reported and exemplified the development of cases for the function of professional practice, for these alternative models it would be essential to work with the practice from the early years working in an integrated manner, you must have contact with outstanding teachers, experience in situ , in addition with project-based learning, with the school biography or with the life project In this regard, Alharbi, Athauda, & Chiong (2018) noted that project-based learning is a pedagogical approach that many higher education programs have incorporated, with students working in teams or groups on a specific project over an extended period of time facilitated by an instructor.
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