Pedagogical Practice and Socialized Method

Abstract

Throughout history, civilizations have developed paradigms for the formation of the person. Education allows the explanation of the world, the teacher being an active participant in pedagogical practice that complements the situated learning of students through the use of methods that allow stimulating the assimilation and accommodation of knowledge. The objective of the study was to determine the relationship between pedagogical practice and the socialized method in higher education students. The characterization of the socialized method has three dimensions: (1) thought-language, (2) participatory critical activation and (3) argumentation-posture. The research approach was quantitative, basic type, non-experimental design; the instrument of the questionnaire was used that was validated by experts who judged the clarity, relevance, relevance and reliability according to Cronbach's Alpha with 0.972; the sample investigated was 80 students. The results show that 61.25% were at a regular level in participatory critical activation, while 26.25% were at a good level of thought-language and 12.50% were at an inadequate level of argumentation-posture. The relationship between pedagogical practice and the socialized method in higher education students is determined according to Spearman's rho statistic, being 0.782. at an inadequate level of argumentation-position. The relationship between pedagogical practice and the socialized method in higher education students is determined according to Spearman's rho statistic, being 0.782. at an inadequate level of argumentation-position. The relationship between pedagogical practice and the socialized method in higher education students is determined according to Spearman's rho statistic, being 0.782.