This article addresses the topic: methodological work as an effective way in the preparation of teachers, its topicality is of great importance since it is aimed at achieving the concretion of the system of influences that allow compliance with the main directions of educational work, as well as the priorities of each teaching, so that through it you can see in our educators a basic knowledge of their methods and forms of organization. To achieve an adequate application of the indications contained for the methodological work, it is necessary to systematize various ideas and accumulated experiences about its conception, its types and forms of implementation, aimed at achieving greater effectiveness in the preparation of teachers.
Summary
This article addresses the issue: the methodological work as an effective way to prepare teachers, timeliness is very important as it is directed with a view to achieving the realization of the patronage system that allow to carry out the main directions of educational work and priorities in education, so that through the can be seen from our educators a basic understanding of the methods and forms of organization. To ensure proper application of the indications for methodological work is needed to systematize various ideas and experiences accumulated about its design, its types and forms of embodiment, in achieving greater effectiveness in the preparation of teachers.
Introduction
The challenge of the current school, in the middle of the 21st century, is to place itself in the context of the community in which it is inserted, thus collaborating with the creation of a thought capable of helping to build an increasingly just society and reinforcing so more than ever his social commitment.
The new demands of today's society on education lead it to reform in all institutions, for example, with respect to the level and type of training, research topics, etc. The problems of education are also those of society and the responsibilities are shared. Education, taking on the challenge of the rapid development of science and technology, must prioritize learning processes, so that the future educator is endowed with the intellectual resources to continue educating himself.
This means that the education provided should stimulate your creativity and imagination. It is essential to conceive programs according to what the learning subject "must know" and not according to what the teaching subject "knows or thinks he knows". This will oblige teachers to a permanent renewal of theories, techniques or processes, closely related to the knowledge that is produced inside and outside its context.
Education evolves towards a model in which teachers and students will be, above all, permanent learners and in which study programs will be disseminated based on new knowledge and new teaching and learning technologies.
In correspondence with these approaches related to contemporary trends in education, methodological work in schools in particular fulfills its role in the training of professionals that today's society needs and especially in the Third World.
The professional training process currently requires teaching management that considers its contextualized character as an essential requirement, its systemic and dynamic approach, valuing as professional curricular component, the professional problems that must be solved by the future graduate.
This reality imposes a challenge to the management of the Teaching-Learning Process (PEA), and therefore a challenge for the main actors; teachers and students, since the assimilation of the contents in which they learn, must take place within the framework of development of the necessary and sufficient competences that allow the expected performance in solving the problems they will face in their professional practice.
The continuous training of teachers has been a constant concern of the Ministry of Education in Cuba, since the vast majority of teachers have been trained in Universities of Pedagogical Sciences, which as a product of their high professional qualification have assumed the task of teaching Therefore, this continuous training is materialized through multiple channels where methodological work plays a fundamental role.
Conceptualized as the process of directing the educational teaching process, the methodological work leads to guaranteeing the fulfillment of the demands and needs of each society in the training of teachers and professors, specified in the objectives established in the study plans and programs, they are intended; raise the quality of the teacher training process.
Development
The methodological work is the system of activity that is permanently executed with and by the teachers to ensure that it can be concretized in an integral way to the system of influences that they exert on the training of students to comply with the main directions of educational work and the priorities of each teaching.
This cannot be seen only as the action, somewhat administrative, of meeting all the teachers of a grade and exchanging criteria for three or four hours per week, for which it is considered much more than a meeting, it is the systematic work of the teacher that based on the diagnosis that has their students, operates a better attention to diversity and make their students appropriate the tools necessary to learn to learn.
The essential objective of the methodological work is the elevation of the political-ideological, scientific-theoretical-methodological and pedagogical level of the teaching staff with a view to optimizing the educational teaching process in the different instances and levels of teaching.
The content of the methodological work is the same as the pedagogical science that sustains the process, that is, the dialectical interrelation existing between its main components; objective-content-medium, form and evaluation. This content is expressed in the different types of academic, work and research activities that make up each subject, which requires the need to gradually individualize its didactics.
On the other hand, one of the fundamental directions of the MINED reiterates the need to design the methodological work at each level based on the fundamental indicators that reflect the results of student learning and its socio-political characterization.
Hence the necessary permanent link between the school and the municipal authority for the purposes of projection, execution and control of methodological work.
The above arguments allow us to assume “that the methodological work must constitute the central nucleus of all strategic planning of the school, because it is not reduced to the set of actions carried out by the technical and management bodies on the teaching staff, but also encompasses the interactions that must be produced in it and fundamentally, the actions that each teacher must carry out on each student to achieve the objectives of the center ”.
Viewed in this way, methodological work, in addition to being a technical-methodological issue, is a qualitatively superior form of educational management, a specific form of strategic management.
The methodological work is carried out by teachers with the fundamental purpose of raising their pedagogical mastery. On the basis of knowledge in pedagogy, didactics and psychology where methodological work must rest, in order to improve the quality of the educational teaching process, solving the most immediate problems of said process and whose results are primarily of a collective nature.
On the other hand it serves as a means to direct the educational teaching process since the effect or consequence of the methodological work is observed in the changes that take place in this process. The methodological work as a directive activity that is, has a series of features that characterize it:
1. The immediate object of the methodological work is the assimilation by the teachers, professors and managers of the advanced methodology of the teaching and education of the students.
2. The content of the methodological work changes depending on the specific tasks that are posed at the different levels of education.
3. The methodological work is carried out by all the pedagogical cadres who carry out this work directly with the students.
4. The methodological work is systematic and continuous, it is carried out throughout the school year.
In this way, the improvement in the methodological order constitutes an element of significant value in the context of professional improvement, since it is aimed primarily at increasing competence and professional performance from the job itself, in addition methodological work constitutes the most conducive way to achieve a qualitatively superior educational teaching process.
Today, special attention is paid to the improvement of methodological work in educational institutions around the world, based on the recognition of the need to attend to the preparation and dedication of the teacher to the teaching-learning process, given the role decisive that it has in the quality of the education that is offered, in the midst of a changing environment that brings new experiences to the teaching function every day. Among these new experiences are mentioned:
• Methodological work as the center of the educational teaching process.
• The teaching-learning process as a process of activity and communication.
• The dynamics of the teaching-educational process in contemporary pedagogical trends.
• Integration as a pedagogical need.
In this sense, when analyzing the transformations that have occurred in education in Cuba, Horrutinier, P (2006), stated: “If the pedagogical and didactic training of teachers was necessary before, in these times it is essential, because We are talking about a new university, with new conceptions, where special attention is given to methodological work ”.
From the perspectives of the teaching process, the methodological activity characterizes the cloister's working system, aimed at perfecting and optimizing it, in correspondence with the demands and needs of teacher training and according to the objectives of the study plans.
The logic of the methodological work is developed attending to the general objectives in the training of future education professionals that as a model must be achieved, and for this the work is channeled through the organizational forms and types of methodological work.
The system of permanent activities that is developed with teachers for this purpose can be specified in two aspects:
a) Methodological Teaching Work: It is the work carried out by teachers based fundamentally on the didactics of education in order to improve the quality of the educational teaching process, by solving the most immediate problems of said process and whose results are fundamentally of a collective nature.
It is considered as the system of activities that is carried out permanently with and by the teachers, to guarantee the transformations aimed at the efficient execution of the Educational Teaching Process (PDE) so that together with the rest of the forms of improvement and postgraduate they guarantee achieve the suitability of cadres and teachers. It is designed in each school in correspondence with the diagnosis.
b) The Scientific Methodological Work: It is the work carried out by teachers based fundamentally on pedagogical research, which represents the result of the scientific analysis of their actions as teachers that allows obtaining solutions or deepening the knowledge of the process, to perfect their planning, execution and control.
In it, the results of pedagogical research are creatively applied to the solution of PDE problems and to the search for scientific answers through the methodological way to the problems posed.
Among the essential criteria to take into account to achieve an adequate conception of methodological work are the following:
• Establishment of priorities starting from the most general to the most specific.
• Differentiated and concrete nature of the content depending on the problems and needs of each instance and group of teachers.
• Rational combination of the philosophical, political, scientific-theoretical and pedagogical elements in the content of the work.
• Systemic nature, taking into account the guiding function of the objectives, by linking the different organizational levels and types of activities.
The methodological work guarantees the improvement of the educational teaching activity by using the most up-to-date content of the pedagogical science and the corresponding particular sciences.
The tasks of the methodological teaching work are:
• Search for the best ways and ways of educational work in order to achieve the proposed training objectives for students.
• Determine the content of the different organizational forms of the educational teaching process.
• Recommend the logic of the development of the contents by classes, from which the teacher can elaborate his plan of classes.
• Stimulate the initiative and creativity of each teacher.
• Promote the exchange of experiences by generalizing the best ones, which must be included in the preparation of the subjects.
• Establish specific methodological guidelines for independent student work, research work and other types of activity.
• Analyze, elaborate and determine the learning evaluation and control system.
• Perfect the teaching aids and the indications for their use.
• Analyze the quality of the classes and make the methodological balances to assess the effectiveness of the work done
Methodological preparation at school is the system of activities that guarantees the pedagogical preparation of the group for the optimal development of the PDE. The comprehensive approach to methodological preparation allows the methodological teaching work to be specified by guaranteeing the elevation of the political and ideological, scientific and pedagogical level of each teacher, which is specified in the preparation and development of the class.
The methodological preparation must constitute the main way in the preparation of teachers to ensure that they can be concretized in an integral way to the system of influences that they exert on the training of students to comply with the main directions of educational work and the priorities of each teaching..
The methodological work is the work of direction (didactic and educational) that is developed in the pedagogical-professional process, in order to raise its quality and make it efficient in meeting the demands of society in the training of professionals in correspondence with the proposed models.
The necessary planning and organization of the process make these functions manifest in their efficient execution and allow a systemic structuring of all activities, in such a way that they can respond to changes caused by development trends of a socio-economic and scientific-technical nature..
The system approach presupposes that the methodological work has the following characteristics:
• Resulting quality.
• Components-content.
• Structure.
• Relations with the environment.
The approach of the relationship system of the pedagogical process consists of:
• Specify its objective basis, that is, the problematic situation that limits the result to be qualitatively superior and efficient.
• Specify the objectives of the methodological work, which when achieved will eliminate the problem.
• Specify the lines or directions will follow (content and activities).
• Specify how the system should be designed to achieve the objectives, its routes, forms and methods, levels of implementation and participants, that is, its action plan.
The system thus structured, in its planning phase, includes the previous preparation that its participants must carry, so planning is carried out at all levels of organization of the system.
All methodological activity must be an example of organization, its quality is conditioned to it, both in the previous and in the executive phase, in that order. The period to its realization is a stage of strengthening the self-improvement of the participating teachers, directed to a specific objective. This is organized in different ways, determined by the objectives and needs of the process to which it is directed.
The two forms that most interest the subject level and the teacher are: the preparation of the subject and the self-preparation of the teacher or methodological preparation, respectively.
A fundamental aspect to be taken into account by teachers in the execution of the lesson plan is the use of participatory methods in the collective forms of methodological work, which will guarantee decisions made with collective results that summarize the opinions in a creative consensus, and transformer of reality and difficulties in rational and objective solutions.
Each level of the methodological work must have projected in its action plan, the control corresponding to each activity and delimited towards where its action should be directed. Although the essential objective is efficiency. The control of the methodological work must be characterized by its: systematicity, frequency and educational character.
The system thus structured and its dynamics shape aspiration. The implementation allows its scope and improvement, and shows its efficiency or the new need for restructuring.
Directions of methodological work based on content and objectives.
• The teaching-methodological work guarantees the preparation of the teaching-educational activity, using the most up-to-date content of the pedagogical sciences and the corresponding particular sciences.
• Methodological preparation at school.
• Raises the ideological, scientific and pedagogical political level of teachers.
• When planning, organizing, executing and controlling accurately, the work of teachers is improved and schoolchildren learn with greater quality.
Methodological meetings
• In them, experiences obtained and the results of the PDE control can be analyzed. The methodological balance can be done every six months or annually.
• It is developed by the main heads of the level at which it is taught.
• You should delve into the content, plan the duration time to
• keep the teachers' attention. Presentations on the
• planned topic on which to discuss and adopt agreements.
Topics to be discussed at methodological meetings
• Diagnosis and direction of learning.
• Difficulties of, or the, students in learning.
• Difficulties in the work done.
• Effectiveness of ideopolitical work.
• Improvement of the PDE by teaching the subjects.
• Planning, development and control of the independent work of schoolchildren.
• More effective methods for educational work.
• Improvement of teaching facilities.
• Planning and organization of learning assessment.
• Analysis of evaluation results in the course at each stage.
• Cycle or cloister operation.
• Results of visits and other forms of control.
Methodological classes
The essential task of the methodological classes is to analyze with the group of teachers the most appropriate ways to use to achieve good quality in the PDE. Its purpose is to define the scientific conception and approach, the political intent and the formative nature of a unit or part of it, orient the class system with the most recommended methods, procedures, means and forms of evaluation for the development of the classes; establish interdisciplinary links, highlight the contents that may present greater difficulties in their understanding by students, so as to guarantee the leading role of the student in the PEA. The important thing is to illustrate with examples with some of the classes, the elements that are being proposed.
For their preparation, the most complex units are chosen that offer difficulties for the assimilation of knowledge, the development of skills and the integration of the values that must be formed.
It requires that the one who teaches it has a knowledge of the program that exceeds the limits of the degree, this allows greater depth in the analysis and offers perspectives to determine the questions to reinforce.
In it the fundamental lines of the methodological work are evident and they are brought to the class as propositions that are fundamental pedagogically, which are enriched in the collective discussion. Taking the position of the leader of the activity is essential.
Fundamentally, the need and convenience of taking into account what is proposed and how to apply it must be detailed. It is essential in its development to record the proposals of the teachers and make valuable agreements to solve the problems that are stated in the Methodological Work Plan. From this collective work arises the methodological treatment of the unit.
To prepare the methodological class, the following aspects must be taken into account:
• Definition of objectives.
• Activities to be developed.
• Ensuring the prior preparation of the participants.
• Preparation of the methodological class plan.
Main aspects of the structure of the methodological class.
You can do as many methodological classes as there are problems and definitions in the Teaching-Learning Process (PEA). The instructional methodological class is structured in: introduction, development and conclusions.
To promote methodological work, it is necessary to use two types of classes:
Demonstration classes.: They must be held before their delivery by all teachers, in a selected group, at a time that a high percentage of them can participate. It must be one of the most complex issues, all aspects of the Methodological class and its agreements must be evidenced. It must be based on the results of Cuban pedagogy and the requirements of a developer class.
Open classes: In its discussion, the fulfillment of each of its parts is valued, focusing the evaluations on achievements and insufficiencies to finally establish generalizations. It must be specified how this class contributes to the formation of values.
The preparation of the subject
It shows the level of development achieved by the teacher in the different directions of teaching-methodological and scientific-methodological work. It is characterized by the previous preparation of the activities and the self-preparation of the teacher, by its individual and collective nature, because it synthesizes the ways and means by which the objectives of the subject will be fulfilled.
The teacher's self-preparation is an element of great importance in the preparation of the subject, it is a type of methodological activity where the teacher prepares all the conditions for class planning.
There are two essential moments of self-preparation: prior study and class preparation.
Actions that include the preparation of the subject
• Study of normative documents.
• Priorities of the teaching level.
• Consultation of the specialized bibliography.
• Consultation of complementary materials.
• Diagnosis of the students.
The previous study allows determining the aspects of the content with potential for the education of schoolchildren, job training, specifying the concepts and skills that must be formed, developed and consolidated in the treatment of content, methods and means to be used.
For the elaboration of the class system, the following phases must be taken into account:
1. Dosage of content and forms of teaching.
2. Methodological analysis of the class system.
3. Preparation of classes.
The first two classes require that they be worked on in sufficient time to allow teachers to subsequently prepare the lesson plans. The preparation of a class system does not always cover the entire unit, this depends on the number of hours it has, it can be divided into thematic units and these are in epigraph.
Components of subject preparation.
• Methodological analysis (dosage, objective, content, skills, forms of organization, methods, procedures, means, teaching tasks, evaluation, bibliography)
• Lesson plans.
In the class plan, each teacher specifies the actions to be carried out depending on what is proposed in the methodological analysis of the class system and based on the specific situation of his group so that it is possible to meet the objectives proposed in said plan.
Characteristics of a good class
A class is good if the teacher:
• Projects the objectives based on the reality of their students.
• Demonstrates a deep mastery of content and learning management methods.
• It has an adequate approach for the training of schoolchildren.
• It has abilities for planning, orientation, control and evaluation of the individual study of its students.
• At the end of the class, their students know and know how to do with the concepts received depending on the level they must reach.
• Suggest to the students which book or books they can consult.
• Properly guides the teaching tasks that must be completed.
• Specify with what criteria and at what time the orientation will be verified.
• Specify to what extent the task oriented will influence their evaluation.
Control of methodological work
It is not a spontaneous activity, it is dynamic and planned. Among its predominant elements are diagnosis, demonstration, scientific debate and control.
Instances in which the methodological work is planned, executed and evaluated
• Province
• Municipality
• School
• Teaching department
• Cycle
You have to specify in:
• Methodological meetings. What to control?
• Methodological and open classes. What is controlled?
• Open classes. Aspects to control
• What to control in the preparation of the subject?
To control the effectiveness of methodological work, an essential element that must be evaluated is the quality of the class, for which it is necessary to determine what parameters are taken into account to decide when a class is good. Taking into account these evaluations, dimensions and indicators have been determined that are taken into account for the evaluation of the class.
Conclusions
Methodological work constitutes an effective way in the preparation of teachers since it is made up of a set of interrelated activities, from a static and dynamic approach, whose operation is aimed at achieving certain objectives that enable the solution of problems, considering the external conditions that act on it, with which they interact.
The perspective of the methodological work makes it possible to establish its design in a system of fundamental principles that must serve as an epistemological and practical support that, given the importance that these acquire for their development and in particular for the present investigation, it is necessary to outline a brief characterization that include the essential elements of each principle such as: The differentiated and concrete nature of the content; high political-ideological level in the preparation of teaching staff; rational combination of the political-ideological, scientific-theoretical and pedagogical-methodological elements; active and conscious participation of teachers; creative work in adjusting the particular concrete situation to the general norms;practice as a criterion of truth and a rational priority in confronting problems in which one starts from the most general and fundamental ones.
In this way, the instrumentation of the proposed methodological work allows to focus the preparation as multidimensional cognitive-evaluative processing, reveals as attributes: adaptability, because it can be applied to different departments and levels; the variety, due to the diversity and flexibility of methodological activities and the problematicity, since it encourages the development of reflective-creative activity and the communication of teachers during the preparation process.
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