Role of the teacher with critical didactics in the teaching-learning of the Admission and Leveling Unit, State Technical University of Quevedo.

Abstract

The purpose of this article is to present the conceptual foundations of the critical didactic approach in the teaching-learning process, referring to teaching practice and relate them to the development of the academic activities of the Admission and Leveling Unit of the State Technical University of Quevedo, determining the role of the teacher in the formative processes of students who, they aspire to access a university career.

While it is true that we are an accredited University that seeks academic excellence with authorities that have a policy of development of human talent and in the case of teachers their training and teacher training permanently; despite this, due to the predominant characteristics of teaching professionals and not of professional teachers, there is a small percentage of teachers who still have influence from the traditional school and their teaching practice is carried out with emphasis on the transmission of content.

On the other hand, there is a significant number of professors who have completed their doctorates or have taken courses in different universities around the world. This has contributed to the enrichment of experiences and to the broadening of the conception of the world, thus of teaching praxis.

It is then intended to determine the incidence of critical didactics in the educational practice of teachers and the role they play in the formative process of approximately 2500 students aspiring to pursue a university career and, in any case, identify the necessary changes for the implementation of an active, comprehensive education that responds to historical moments and social demand.