The teaching practice in the formation of the strategic teacher of Primary Education

Abstract

The article addressed the need to improve the educational practice in order to form teachers with a high degree of responsibility and self-determination within their educational context. The objective of the research was the development of a strategy, based on an educational model, which conceived the contextual–strategic and training–developing dimensions in order to strengthen the formation of strategic teachers of Primary Education, in the context of the pedagogical practice in Venezuela. It is specified in the stages of diagnosis and awareness, training–executive, generalization and evaluative. Given its inclusive nature, could promote assumption and understanding of the strategic educational content, which become definite through the resulting transformations. To demonstrate its relevance the following methods were applied: historical-logical, configurational–holistic, observation, interviews and survey, analysis and synthesis, pre–experiment and case study. With the implementation of it, the theoretical-methodological limitations given in the dialectical relationship between the educational potential of a flexible, systematic, focused and contextualized pedagogical practice and the formation of a strategic teacher of Primary Education was largely resolved.