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Cuadernos de Investigación Educativa

versión impresa ISSN 1510-2432versión On-line ISSN 1688-9304

Resumen

MANTILLA-FALCON, Luis Marcelo; MIRANDA RAMOS, Darwin Patricio; ORTEGA ZURITA, Grace Elaine  y  MELENDEZ-TAMAYO, Carlos Fernando. Hybridization of pedagogical models in teaching practice in higher education in Ecuador. Technical University of Ambato - Case study. Cuad. Investig. Educ. [online]. 2020, vol.11, n.1, pp.85-101.  Epub 01-Jun-2020. ISSN 1510-2432.  http://dx.doi.org/10.18861/cied.2020.11.1.2944.

Pedagogical models in Higher Education in Latin America, and particularly in Ecuador, are dissimilar as regards educational practices. The majority of the teaching staff has not necessarily attended pedagogy and didactics courses, and consequently, most of them have become teachers as they went. However, at the moment of putting into practice their professional knowledge as they teach, they will be applying some models, either consciously or unconsciously. A pedagogical model is understood as the compendium and abstraction of several theories or approaches that guide teachers in the preparation of classes and programs as well as the dynamics of educational praxis itself. The present study is a descriptive, transversal, non-experimental research with non-probabilistic sampling, and basically a quantitative one. The test used for data collection has 40 items with a Cronbach's alpha of 0.911, and belongs to De Zubiria (Fundacion Universitaria Luis Amigo, 2009.) The following four approaches-pedagogical models of highest recurrence have been studied, to wit: traditionalist, conductive, developmental and social, according to gender, teaching experience, faculty where the teacher works, and age, as the criteria/variables involved. A descriptive analysis of the variables’ percentage level has been carried out and, in addition, the internal correlation between models has been verified. The main results show a high correlation and the unquestionable evidence of the crossbreeding of pedagogical models in the teaching practice at university.

Palabras clave : Learning; university professor; higher education; pedagogical hybridization; pedagogical model.

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