Espirales. Revista multidisciplinaria de investigación científica, Vol. 7, No. 44

January - March 2023. e-ISSN 2550-6862. pp 29-41

DOI https://doi.org/10.31876/er.v6i44.834

Innovative strategies to strengthen training

training of future teachers

Estrategias innovadoras para fortalecer la formación

formativa en los futuros docentes

Sandra María Avilés Franco *

Karina Marisol Moeses Jiménez*

Omar Victor Delgado Lino*

Received: July 24, 20212

Approved: September 02, 2022

* Magister en Educación Superior Universidad

de Guayaquil. sandra.avilesf@ug.edu.ec,

https://orcid.org/0000-0002-8090-6026

* Master in Higher Education Universidad de

Guayaquil, karina.moesesj@ug.edu.ec

https://orcid.org/0000-0002-2224-2874

* Master in Higher Education Universidad de

Guayaquil, odelgado.2020@hotmail.com

https://orcid.org/0000-0002-2027-2252

Abstract

This work addresses the importance of the use of innovative strategies

to strengthen the formative training of future teachers. For this reason,

a documentary research and qualitative methodology has been carried

out, ranging from classroom experiences that have allowed

externalizing and the respective bibliographic documentation that has

served as support in the search.

Keyword:

formative, docents, innovation

Cite this:

Avilés, S., Moeses, K., Delgado, O.

(2023). Innovative strategies to

strengthen the training of future

teachers training of future teachers.

Espirales. Revista Multidisciplinaria

de investigación científica, 7 (44),

29-41

Resumen

Este trabajo aborda lo importante que es el uso de las estrategias

innovadoras para el fortalecimiento en la formación formativa de los

futuros docentes. Por tal motivo se ha realizado una investigación

documental y metodología cualitativa que van desde las experiencias

en las aulas que han permitido exteriorizar y la respectiva

documentación bibliográfica que ha servido de soporte en la

búsqueda.

Palabras clave:

formative, docents, innovación

Innovative strategies to strengthen the training of future teachers training of future teachers

Espirales. Revista multidisciplinaria de investigación científica, Vol. 7, No. 44

January - March 2023. e-ISSN 2550-6862. pp 29-41

Introduction

The global health emergency and the need for knowledge has led to the

implementation of new educational modalities, taking into account that education is a

universal right. For this reason, this research seeks to analyze: How do innovative

strategies strengthen the training of future teachers?The challenge of Higher Education

Institutions is to train professionals who respond to the needs and requirements of a

changing and increasingly demanding society, which is why in the teaching-learning

process of the Faculty of Philosophy, Letters and Educational Sciences, pedagogical

and technical subjects are taught considering relevant curricular contents that allow

them to meet the challenges of the XXI century, such as professional, personal and labor

achievements that are contributing to improve the quality of life.

That is why this paper is written because the use of innovative strategies in the training

of future teachers allows significant changes in the higher education system, promoting

student learning from the development of skills and the acquisition of knowledge in a

differentiated way so that they can be put into practice.

In this sense, the role of the teacher plays a preponderant role because it leads to

constant innovation and takes on a substantial meaning to contribute to the

achievement of the objectives set according to UNESCO, for this reason the author

cited below in one of his articles on innovation in current times:

Innovation is based on learning, insofar as it is linked to the transforming

action of the world. It has a deep sense of change because it produces

characteristics that do not occur by spontaneous generation. These must be

organized and planned so that the learning innovation space achieves its

impact in the multiple spheres of society. (Donají et al., 2022, p. 88)

In Latin America, ECLAC states:

That the field of training and education, currently undergoing renewal and

reformulation, through adaptation, flexibilization and curricular

contextualization, should consider elements such as the prioritization of

learning objectives and contents that allow achieving a better understanding

of the crisis and responding to it in a better way, incorporating aspects

related to care and health, critical and reflective thinking about information

and news, the understanding of social and economic dynamics, and the

strengthening of empathy, tolerance and non-discriminatory behaviors,

among others. On the other hand, a balance must be sought between the

identification of core competencies, which will be necessary to continue

learning, and the deepening of the integral and humanistic character of

education. (Nations, 2020, p. 4).

Sandra María Avilés Franco , Karina Marisol Moeses Jiménez, Omar Victor Delgado Lino

Espirales. Revista multidisciplinaria de investigación científica, Vol. 7, No. 44

January - March 2023. e-ISSN 2550-6862. pp 29-41

Higher education is essential to build the intellectual capacity to produce and use

knowledge. This is highly relevant in a society where knowledge is the main driver of

development and economic growth. (Murillo Manrique et al., 2019).. For this reason,

the objective of this study is to analyze the importance of innovative strategies in the

formative training of future teachers of the Faculty of Philosophy, Letters and

Educational Sciences at the University of Guayaquil.

The field of teacher training, as expressed by Ferreira et al. presents challenges that

directly affect the teaching and learning process and the quality of education. The

confrontations are innumerable, it is not possible to choose the main ones, since the

training of a teacher is something complex. (2019). As the author indicates, the training

of trainers is a challenge in which it is necessary to get them involved from the extrinsic

and intrinsic motivation of each individual, which will allow them to achieve their

proposed goals.

Being in this way of high relevance to take into account the contextualization focused

on that logical process of development to train professionals that allows them to be

located in those situations attached to reality and that are consistent with the present

in a particular subject, discipline in society with accelerated changes and with deep

demands regarding the subjects that correspond to the common core are the following:

Methodology I, II, Citizen Democracy and Globalization, Entrepreneurship and

Management, Statistics I, II, Project Development, Didactics and Pedagogy, we took as

a reference for this study the subjects Pedagogy and General Didactics, which are

presented as essential and indispensable in the teaching-learning process for the

formation of students who are being trained to be teachers, which are focused on the

study of the process that last throughout life, subjects of the exercise of the profession

that correspond to the curricular area with theoretical foundations, advanced level that

have the purpose of promoting the study of the application of the general principles in

the field of teaching of each discipline, in such a way that the contents of the syllabus is

the guiding thread to achieve the proposed objectives, making the teaching process an

efficient, effective, dynamic, constructive and meaningful learning, both for teachers

and students. In addition, through it, creativity can be developed by following

techniques and taking into account all the key tools to achieve the goals efficiently,

innovating at all times.

Therefore, in this teaching-learning process, it is necessary to resort to the use of active

participatory methodologies, where the importance of the use of innovative strategies

is denoted because it is a way of conceiving and approaching the teaching-learning

processes and at the same time the construction of knowledge. Through this way of

working it is achieved that the subject of the processes are active agents in the

construction, reconstruction of thought, because the professional identity of students

who are being trained to be teachers should be comprehensive, critical, analytical,

reflective, holistic, aimed at academic excellence, which will allow contents that

contribute to human development, efficiency and competitiveness, as well as

involvement.

Innovative strategies to strengthen the training of future teachers training of future teachers

Espirales. Revista multidisciplinaria de investigación científica, Vol. 7, No. 44

January - March 2023. e-ISSN 2550-6862. pp 29-41

The teaching-learning process forms a unit whose purpose and end is to

contribute to the integral formation of the personality of the future

professional, although it is still directed by the teacher, to promote the

learning of different knowledge: knowledge, skills and values; the type of

intervention that the teacher has is subject to the paradigm with which he/she

identifies himself/herself.(Castellanos, 2001, p. 611).

Innovative strategies allow the diversification and interaction of students with the

contents according to the situation and context: Innovative strategies are procedures

that based on current science and technology, predisposes the student to achieve

certain competence in a process that tends to help students to achieve certain ability in

the process of acquiring content, information, skills.

Pedagogical and didactic strategies are the actions, structures or steps

created and planned that the teacher performs to develop different actions

from the teaching-learning process, with the purpose of facilitating training

and thus fulfill the learning goal.(Colmenares, 2017, p. 20).

On the other hand, for (Montoya, 2019) innovative strategies in the university context

respond to the needs of socio-cultural contexts; both political and social as well as those

framed by knowledge societies, therefore, it is necessary to locate the socio-cultural

contexts from which such innovations have been proposed and the different challenges

they present for their implementation.

Innovation strategies in planning take on their importance when we see it as

an opportunity to pose challenging situations that serve as a trigger for the

achievement of expected learning, the development of skills with

performance criteria and the attainment of curricular standards (Sánchez

Reyes, 2019, p. 45)..

Fuentes Martínez refers to various administrative choices that exist among different

options, that is to say, they are the means to achieve the desired end or objective, they

are actions that are defined to consolidate the achievement of the proposed results".

(2022).

The teaching-learning process (PEA), according to Castellanos, is conceived as a space

in which the main protagonist is the student and the teacher plays the role of facilitator

of the learning process. It is the students who construct knowledge by reading,

contributing their experiences and reflecting on them, and exchanging their points of

view with their classmates and the teacher. In this space, it is intended that the student

enjoys learning and commits to it for life. (2001).

Celí, Process in which the teacher is a guide, mediator and sometimes takes the name

of tutor who must plan and make use of strategies, techniques, methods and activities

Sandra María Avilés Franco , Karina Marisol Moeses Jiménez, Omar Victor Delgado Lino

Espirales. Revista multidisciplinaria de investigación científica, Vol. 7, No. 44

January - March 2023. e-ISSN 2550-6862. pp 29-41

according to the contents providing all the tools for positive learning, while for the

students their role is to build and be an active part in the classroom leading to the

appropriation of knowledge. (2012, p. 65).

In the university center, the teaching-learning process, according to Lao et al., must be

conceived in terms of the profession (all academic, research and work activities must be

designed taking into account their contribution to professional training). (2020).

"Planning the teaching-learning session is the university teacher's competence that

allows converting an idea or project into a practical proposal for working with students."

(Cáceres et al., n.d., p. 19)..

"The higher education sector is one of the most important in today's society and the

learning process, management and academic evaluations are some of the challenges

that are presented and that have been the subject of study by various researchers

worldwide" (Bertoglio & Navío, 2021, p. 18).. As the authors postulate in the previous

paragraphs, higher education becomes an institutional space created for the generation

of knowledge that plays a preponderant role in the new context in which the mission is

the comprehensive, competency-based, holistic training that leads to productivity, in

such a way that it responds to the new demands, also contributing to the formation of

values.

For Carrillo et al., the teacher's classroom work, didactically characterized by the

student-teacher-knowledge triad, has constituted one of the pillars on which the

interactions inside the classroom are explained (2018). Teachers and students have the

leading role in the classroom, the teacher must adapt, innovate, be in constant

preparation for updating and be the mediator in the construction of knowledge by the

student.

The concept of pedagogy is related to that of science and art of educating; its object

of study is education, therefore, the formation of the human being in all its spheres (Celí,

2012). "It refers to the orientation of the subject's action and interaction. Being the

bearer (or spokesperson) of a broad set of principles, norms and values, it has been

associated with the prescriptive contents of order, relationship, conduct, morality,

autonomy, ethics." (Díaz Villa, 2019, p. 13).

While for Medina et al., didactics is the discipline or rigorous treatise of study and

foundation of the teaching activity as it favors the formative learning of students in the

most diverse contexts; with singular incidence in the improvement of the regulated

educational systems and the micro and meso communities involved (school, family,

multicultural and intercultural) and non-formal spaces. (2009)

According to Torres et al. defines general didactics as the study of all the principles and

techniques valid for the teaching of any subject or discipline. It studies the problem of

teaching in a general way, without the specifications that vary from one discipline to

Innovative strategies to strengthen the training of future teachers training of future teachers

Espirales. Revista multidisciplinaria de investigación científica, Vol. 7, No. 44

January - March 2023. e-ISSN 2550-6862. pp 29-41

another. It tries to see teaching as a whole, studying it in its most general conditions, in

order to initiate procedures applicable to all disciplines and that give greater efficiency

to what is taught. (2022).

In teacher training, didactics has as its task the stimulation of interests, intentions and

professional motivation, since its content is structured in the formation and

development of the pedagogical professional mode of action.

System of actions performed by the teacher linked to the functions [...] in

order to continuously train education professionals, through which he models,

expressed in the levels of motivation, the system of knowledge, skills, etc., as

a manifestation of his own professional identity (Calzadilla, 2017, p. 1)..

Didactics is defined as "Proper, adequate or with good conditions for teaching or

instructing". (Parra et al., 2017, p. 100). is fundamental in the different levels of training

of human beings and, therefore, in higher education it is a concept that should take

force in the sequential accompaniment of future professionals as it allows to enhance

the teaching and learning process

Máter, The new studies focused on teaching for understanding, which implies that

students learn not only the individual elements in a web of related content but also the

connections between them, so that they can explain the content their own words and

can access and use it in appropriate in- and out-of-school application situations.(et al.,

2018). As the authors state in the previous paragraphs, didactics and pedagogy are

relevant in the process of construction and generation of new knowledge and are an

indispensable part of the teaching-learning process, because with the contents it will be

possible to obtain formative and representative scenarios for the training of teachers in

such a way that will allow them to develop effectively in the field of action.

Materials and methods

The research is framed with a qualitative approach of a descriptive nature and with the

documentary review, because it allows the characteristics of the population under study

to be pointed out. Scientific research is defined as "recording, analysis and

interpretation of the actual nature and composition or processes of phenomena. The

focus is on dominant findings or on how a person, group or thing conducts or functions

in the present." (Guevara et al., 2020, p. 165)..

Research from the qualitative route understands the phenomena, exploring them from

the perspective of the participants in their natural environment and in relation to the

context that the qualitative approach is selected when your purpose is to examine the

way in which certain individuals perceive and experience phenomena that surround

them, delving into their views, interpretations and meanings.

It specifies that the qualitative approach when the purpose is to examine the

way in which certain individuals perceive and experience phenomena that

Sandra María Avilés Franco , Karina Marisol Moeses Jiménez, Omar Victor Delgado Lino

Espirales. Revista multidisciplinaria de investigación científica, Vol. 7, No. 44

January - March 2023. e-ISSN 2550-6862. pp 29-41

surround them, delving into their points of view, interpretations and

meanings. According to the authors, qualitative research will allow for the

conception that leads to the understanding of reality from the researcher's

analysis. (Hernández Sampieri & Mendoza Torres, n.d.).

It should be noted that documentary analysis was applied to this study because it allows

establishing the quality indicators from the theoretical references; content analysis is a

research technique that aims to be objective, systematic and quantitative in the study

of the manifest content of communication. The documentary analysis through the

review allows to outline the information from the different postulates.

Therefore, the documentary analysis allows the establishment of quality indicators from

the theoretical references, content analysis is a research technique that aims to be

objective, systematic and quantitative in the study of the manifest content of

communication (Ñaupas et al., 2018, p. 390)..

In descriptive research, the researcher can choose between being a complete observer,

a participant observer, a participant observer or a complete participant. Through the

description of the context of study as is the Faculty of Philosophy, Letters and

Educational Sciences, the inquiry is allowed regarding the relevance of the students

who are training to become teachers for that reason the research from the qualitative

route focuses on understanding the phenomena, exploring them from the perspective

of the participants in their natural environment and in relation to the selected context.

With regard to the types of documents used in this study, we resorted to the following

analysis considering the academic Google, virtual library repositories, journal articles

and books, CONCYTEC related to the proposed topic.

Results

According to a study conducted by the OECD whose title is

Supporting Teachers'

Professional Learning points to policy environments that support teachers' professional

growth; for this, it explores common challenges, strengths and innovations of

participating countries/economies. "The study examines policies, research and

practices related to teachers' initial education, their early years of teaching and their

continuing professional development, through study visits and the application of a

SWOT approach to policy diagnosis." (Schleicher, 2019, p. 12).

In accordance with the studies investigated for the development of the rationale, the

following were found, considering that they serve as a basis for the support of the

rationale in this research:

Teaching Body Diaries as Reflection and Formative Assessment Tools in the Practicum

of Initial Teacher Training, a study conducted in Spain, had as its main objective to show

how teaching body diaries allow students in initial training to discover and explore some

of their body dimensions and their involvement in teaching. The article adopts a

Innovative strategies to strengthen the training of future teachers training of future teachers

Espirales. Revista multidisciplinaria de investigación científica, Vol. 7, No. 44

January - March 2023. e-ISSN 2550-6862. pp 29-41

qualitative methodology to know the perception of seven future Physical Education

teachers about the usefulness of body diaries as a tool for reflection and formative

evaluation. (Freyshia Arroyo, Luz Vera, 2021, p. 315)

For his part, the author of the following work developed in Peru Heredia et al, (2021)

The objective of the research was to elaborate a Teaching and Learning Strategy based

on an Integral Contextual Formative Model, which takes into account the appropriation

and systematization of the formative contents and the professional competences of the

students of the Neurology course of the Professional Career of Human Medicine of the

Señor de Sipán University. From the socio-critical paradigm, the method of the

knowledge model is participant observation, it is non-experimental, it is mixed or

quantitative-qualitative because both qualitative and quantitative indicators are

involved, the research design is under a non-experimental approach, it is transversal,

the population and sample consisted of 30 students who take the subject of Neurology.

Teacher education demands sustained processes of critical reflection of the profession,

from an alternative epistemological perspective, encouraged by strategic energizers:

metacognitive and self-regulatory activity, and Participatory Action Research processes.

(Gil et al., 2019, p. 14).

For the student during his training as a teacher, it forces him to diversify his knowledge,

to potentiate his technological knowledge, to take measures in the face of vertiginous

changes and to learn to teach what he had already learned, only from another approach

(Ventura Álvarez, 2017, p. 8)..

The teacher training process is the preparation to teach and educate, where

they articulate facilitating components of the process, such as the educational

model, educational discipline, teaching, students and learning assessment. In

this sense, training is "helping to become aware of one's own performance

and how to improve it". (Barrientos & Blancas, 2021, p. 33).

Teacher training leads to the application of the didactic process that encompasses your

students' quality and effective learning in such a way:

The teaching profession does not have a codified body of shared knowledge

and skills, a shared culture, the absence of this body of shared knowledge -

one of the masks of the professions - questions the relevance of using the

term profession for teaching. The consideration of practical experience as the

most important source of acquisition of knowledge and skills - a situation that

configures a vulgar technical knowledge, craft but never a scientific

knowledge, professional basis - has led for a long time to the irrevalence of

training for the academic community and teachers themselves." (Pavié Nova,

2018, p.167).

Sandra María Avilés Franco , Karina Marisol Moeses Jiménez, Omar Victor Delgado Lino

Espirales. Revista multidisciplinaria de investigación científica, Vol. 7, No. 44

January - March 2023. e-ISSN 2550-6862. pp 29-41

Nowadays, future teachers are expected to be able to question and reconstruct their

practice, to assume the role of reflective and critical teacher-researcher, capable of

designing new teaching situations to improve their practice.(Cacha, 2021, p. 21).. It is

important that future teachers have suitable theoretical and practical training where they

can demonstrate the results from positive changes, values, school culture and

considering the levels and components of curriculum implementation within their

academic training.

Conclusions

It is concluded that all the studies reviewed are considered as a contribution for the

development of this study, which was carried out from the review of theories related to

innovative strategies and the training of future teachers based on the subjects of the

profession, which allowed the theoretical foundation to be done effectively.

..........................................................................................................

References

Barrientos, P., & Blancas, T. (2021). Perspectiva

multilevel-multidemensiona Efects of the

teaching training process . Multilevel- Efeitos

do processo de formação de professores .

Horizonte de La Ciencia, 11, 33.

Bertoglio, M., & Navío, A. (2021). Actualidad y

Perspectivas para un desarrollo sustentable

EDUCACIÓN, ACTUALIDAD Y

PERSPECTIVAS.

https://www.uniagustiniana.edu.co/

Cáceres, M., Magister En Psicología, C., Rivera, P., &

Magister En Educación, G. (n.d.). Key words:

University teaching, planning of the teaching-

learning process, competency-based training

approach, didactic sequence.

Cacha, M. H. (2021). Reflective practice in initial

teacher education in the Ibero-American

context, a review of the literature.

Calzadilla, O. (2017). The integration of Pedagogical

Professional Orientation in the subject

Didactics of the Spanish Language of the

Bachelor's Degree in Primary Education. Voces

y Silencios. Revista Latinoamericana de

Educación, 8(1), 82-102.

https://doi.org/10.18175/vys8.1.2017.06

Innovative strategies to strengthen the training of future teachers training of future teachers

Espirales. Revista multidisciplinaria de investigación científica, Vol. 7, No. 44

January - March 2023. e-ISSN 2550-6862. pp 29-41

Carrillo, M. F., Chavarría, R. P., Lagos, P. S., &

Hernández, S. S. (2018). The teaching and

learning process of mathematics. Conceptions

of prospective teachers in southern Chile.

Revista Electronica de Investigacion Educativa,

20(1), 59-68.

https://doi.org/10.24320/redie.2018.20.1.145

Castellanos (2001). The teaching-learning process of

Linguistic Studies: its impact on motivation

towards the study of the language [El proceso

de enseñanza-aprendizaje de los Estudios

Lingüísticos: su impacto en la motivación hacia

el estudio de la lengua]. In Revista MENDIVE

(Vol. 16, Issue 4).

http://mendive.upr.edu.cu/index.php/Mendiv

eUPR/article/view/1462

Celí, R. (2012). Fundamentos de Pedagogía y

Didáctica. www.utpl.edu.ec

Colmenares, V. (2017). APPROPRIATION OF

PEDAGOGICAL AND DIDACTIC STRATEGIES

IN THE TEACHING-LEARNING PROCESSES

IN TEACHERS WHO INCORPORATE ICT IN

THE COMPUTER TECHNOLOGY PROGRAM,

UNIMINUTO, SOACHA REGIONAL CENTER -

CRS-1.

Díaz Villa, M. (2019). Universidad Pedagógica

Nacional Facultad de Educación.

Donají, D., Callejo Canal, D., Canal Martínez, M. E.,

Rubiette, M., & Krayem, H. (2022). Innovative

learning strategies applied in the Educational

Experience How to apply Statistics in research

projects, integrated in the EMINUS 4 and

TEAMS platforms (Universidad Veracruzana).

Interconectando Saberes, 13, 85-99.

https://doi.org/10.25009/IS.V0I13.2707

Ferreira, J., Behrens, M., & Teoxeira, A. (2019).

TRAINING TEACHERS TO ACT IN HIGHER,

TECHNOLOGICAL AND TECHNICAL

EDUCATION. Revista Ibero-Americana de

Estudos Em Educação, 14(1), 123-137.

https://doi.org/10.21723/riaee.v14i1.11132

Sandra María Avilés Franco , Karina Marisol Moeses Jiménez, Omar Victor Delgado Lino

Espirales. Revista multidisciplinaria de investigación científica, Vol. 7, No. 44

January - March 2023. e-ISSN 2550-6862. pp 29-41

Freyshia Arroyo, Luz Vera, L. J. (2021). Peer

mentoring , social skills and memory in college

students. 11(20), 315.

Fuentes Martínez, I. L. (2022). Innovative strategies

and meaningful learning. Revista Docencia

Universitaria, 3(2), 65-78.

https://doi.org/10.46954/revistadusac.v3i2.53

Gil, R. L., Morales, A. C., Catalán, J. H. T., del

Carmen Avendaño Porras, V., Fuentes, C. P.,

Flórez, D. L., Bonilla, R. M., Malagón, R. Y.,

Rincón, H. L., Rodríguez, F. V., Herrera, G. M.

R., Martínez, R. M. P., & Morales, F. O. (2019).

Teacher education and critical thinking in

Paulo Freire. In Teacher training and critical

thinking in Paulo Freire.

https://doi.org/10.2307/j.ctvnp0jhs.

Guevara, G., Verdesoto, A., & Castro, N. (2020).

Educational research methodologies

(descriptive, experimental, participatory, and

action research.

Heredia, M., Teófilo, O., Torres, C., & Carlos, J.

(2021). TEACHING AND LEARNING

STRATEGY BASED ON AN INTEGRAL

CONTEXTUAL FORMATIVE MODEL FOR

ACADEMIC PERFORMANCE IN THE

SUBJECT OF NEUROLOGY.

Hernández, R., & Mendoza, C. (2018). Research

methodology : the quantitative, qualitative

and mixed routes.

Lao, L., Fuentes, A., & Tamayo, R. (2020). The

treatment to the professional approach in the

teaching-learning process in Higher

Education. http://orcid.org//0000-0002-7412-

6568

Máter, A., Nacional, M., De, E., Tesis, P., Fernando,

A., & Limo, A. F. (2018). Enrique Guzmán y

Valle NATIONAL UNIVERSITY OF

EDUCATION.

Innovative strategies to strengthen the training of future teachers training of future teachers

Espirales. Revista multidisciplinaria de investigación científica, Vol. 7, No. 44

January - March 2023. e-ISSN 2550-6862. pp 29-41

Medina, A., Salvador, F., & Arroyo, Marta (2009).

Didáctica general. Prentice Hall Pearson

Educación.

Montoya, L. N. R. R. R. and M. S. R. (2019). The role

of innovative strategies in higher education:

challenges in knowledge societies.

Murillo Manrique, M. F., Palomares Orihuela, R. J.,

Salguero, R. C., & Rivas León, J. H. (2019).

Universidad ricardo Palma FacUltad de

ingeniería. In N

(Vol. 15).

Nations, U. (2020). Education in times of the COVID-

19 pandemic.

https://www.siteal.iiep.unesco.org/respuestas

_educativas_covid_19.

Ñaupas, H., Marcelino, P., Valdivia, R., Jesús, D.,

Palacios, J., Hugo, V., & Delgado, E. R. (2018).

Bogotá-México, DF 5a.Edición Metodología

de la investigación Cuantitativa-Cualitativa y

Redacción de la Tesis.

Parra, E., Gómez, A., & Peñas, O. (2017). Active

didactics in the Occupation and Wellbeing

subject of the Occupational Therapy university

program at the National University of

Colombia. Revista Facultad de Medicina,

65(1), 99-105.

https://doi.org/10.15446/revfacmed.v65n1.56

226

Pavié Nova, A. (2018). Teacher training and teaching

careers in Chile: formative programs in

regions. Líder, 20(32), 164-176.

Sánchez Reyes, C. E. (2019). Innovative strategies in

curriculum planning, a challenge of

contemporary education. ReHuSo: Journal of

Humanistic and Social Sciences, 4(3), 39-47.

https://doi.org/10.33936/rehuso.v4i3.2125

Schleicher, A. (2019). The OECD's work on

Education and skills. OECD, 1, 1-28.

Torres, E., Contero, M., & Veiga, A. (2022).

Application of grounded theory to the analysis

of school and curricular organization of the

Sandra María Avilés Franco , Karina Marisol Moeses Jiménez, Omar Victor Delgado Lino

Espirales. Revista multidisciplinaria de investigación científica, Vol. 7, No. 44

January - March 2023. e-ISSN 2550-6862. pp 29-41

subject technology in secondary education.

28.

Ventura Álvarez, F. (2017). La Formación Docente

Bajo Las Condiciones De La Reforma

Educativa. 1-12.

http://www.comie.org.mx/congreso/memoria

electronica/v14/doc/1643.pdf