The Current Teacher and his reflective perspective on educational quality

Abstract

Generating a reflective perspective of the 21st century teacher on educational quality guided the present investigation; in order to understand the vision of educational quality that the teacher has, which leads him to a reflective process on his educational praxis. To this end, a study was carried out under the postpositivist current of thought, with a qualitative approach and interpretative paradigm. The method used was hermeneutic, whose ultimate goal is an explicit interpretation of the study phenomenon. The data collection techniques used were the in-depth interview and participant observation. The key informants were three subjects, for the processing of the information the categorization and triangulation of sources were used. Among the findings is that the teacher recognizes that, to achieve the optimization of educational quality, a trained teacher is required, with the necessary knowledge and skills that allow adequate planning of the teaching and learning process, being efficient and effective in the application. of the strategies, methods and appropriate instruments to impart a quality process. Among the reflections, the need to redefine the teacher's profile is evident, towards a teacher with a critical and reflective behavior regarding the importance of his pedagogical practice with social evolution, considering that the teacher-student interaction forces him to have a direct knowledge of all those situations that have allowed the evolution of the various societies.