La formación de un docente proactivo en el contexto de la pandemia del covid 19.

Abstract

In the countries of Latin America, there have been reform movements of enormous influence for the evaluation of educational systems in the following aspects: administrative, initial training of teachers, quality of students, parents' associations and the curriculum. That is why this research has been carried out whose objective was to determine the training required by current teachers in the context of the COVID19 pandemic. The epistemological paradigm of postpositivist research was applied, with an experiential hermeneutical approach. The cognitive analysis was carried out through observation, inquiry and documentary and methodical interpretation based on the establishment of categorical variables. It was concluded that in the initial training programs of the Ecuadorian teacher, there is a disconnection between the theory and the practice of teaching, this arbitrary separation, causes that scientific knowledge is forgotten by the teacher when trying to apply it to his scheme of action in the professional field. The conclusion is that the accelerated advance of information and the ability of children and young people to learn everything that exists in their virtual environment, hinders the teaching of knowledge accumulated by teachers in a certain discipline. It was established that the COVID19 pandemic deeply affected traditional education that lead to a different world, since the events that occur in one part of the world have a significant impact in very distant places, turning the towns into a universal village.