Systematization As A Methodology In Teaching Practice And Its Link Within The Teaching-Learning Process In Early Childhood Educators

Main Article Content

Xiomara Paola Carrera Herrera , Patricia Maricela Beltrán Guevara , Bertha María Villalta Córdova , Mariana Angelita Buele Maldonado , Miury Marieliza Placencia Tapia


The students of the Early Childhood Education career of the Universidad Técnica Particular de Loja in the distance modality present some different characteristics to other students; and its main difference is the time in contact with the teacher and with the reality that surrounds him; There is no doubt that the distance education system requires more discipline, self-control and dedication; for this reason we have considered the Systematization process as part of the methodology in their teaching practice work. The systematization of practices will make it possible to approach reality and assimilate the knowledge provided by the guide teachers who transmit their knowledge that the student is experiencing within their educational practice. It is therefore; need to carry out the study that will allow us to analyze the main pedagogical practices by rescuing significant experiences for each of the students of the 5th cycle of the initial education career who applied systematization as a work methodology. The research was carried out on 55 students of the Early Childhood Education Career in two academic periods. The systematization process of educational practices will allow the student to analyze and evaluate the results of her teaching practice based on the analysis of the stages of the didactic process, activities and resources as elements of the class plan to reorient, base and innovate her professional performance, fundamentally to the integral formation of the students. In the practice scenario, the relationship of interdependence and continuous feedback must prevail, where concepts and practices are combined in the learning experience and development of skills of the future educator. In this sense, the disciplinary and the pedagogical keep reciprocity while the perspective

Article Details