In the institutionalized educational process, it has multiple actors that converge from their idiosyncrasies and perspectives, building a unique educational context. In this document, we will work around the teacher. Although, the primary subject in the educational community is the student, we also find parents, directors, among others, teachers have the ability to directly influence the future of the young people in their charge in the classrooms, as can also influence in the community and in the same educational institution. For this, a person committed to the success of the educational community as a whole, who transcends the benefits of the majority and whose personal satisfaction is the continuous improvement of the processes in which he is linked, is needed.
To obtain this ideal teacher, you must have some basic principles that mark a roadmap in the work of individuals dedicated to teaching. These are the ideas about training, pedagogy, curriculum, didactics and teaching. These basic principles must have a holistic relationship and must go hand in hand with the actions of the teacher in educational institutions.
Training is a concept that teachers must internalize. What kind of person do you want to train? What worldview of the world should be taught? The human dimension must be adjusted to the way of seeing the life of the teacher or the teacher must understand that human beings are diverse. The purposes of training must be closely linked to the work of education, it is in charge (Campo & Restrepo, 1999), then, “of introducing each human being to an ever-changing world. It seeks to preserve the person in front of the world and also the world in front of the person; the new versus the old and also the old versus the new that only takes shape with the significance that the new gives it ”.
It is important to understand that nature and society are constantly changing, therefore human beings must assume their responsibility to seek ways to understand changes. A negative characteristic in the educational community is resistance to change, which does not allow progress in the search for the integral formation of people, since the ideal of the individual is framed in the personal worldview of teachers. To overcome these barriers, (Campo & Restrepo, 1999) affirm, “education cannot be understood as the imposition of forms as if the new already existed; It has to be conceived as the construction of the encounter and of the dialogue for the understanding of the possible meanings of the human being and of their worlds, seeking to contribute so that the multiple and unsuspected forms of the human can emerge ”.For this, the teacher must rely on sociology, which will allow him to understand the social, cultural, political and economic differences, recognizing human diversity, thus posing strategies relevant to different contexts.
With an ideal of human being that one wants to form, based not on the tolerance of differences but on respect for them, the role of education in society is clear. Teachers must understand the understanding of the science that studies education, pedagogy is the science of education responsible for establishing mechanisms to understand and improve it. For this it is supported by other sciences or disciplines such as; epistemology, economics, sociology, anthropology, philosophy, psychology, among others.
It is necessary to understand pedagogy as a science with paradigms and discussions that emerge from the publications, it is necessary a teacher who knows the scientific advances and with some epistemological bases to make the pertinent reflections on these, in search of permanent updating. Teachers should not circumscribe pedagogy as an art, since it loses its character of evolution and thus the transformation capacity of current educational systems. The object of pedagogy must be the search for solutions to educational problems through theoretical schemes and with their own study methods. But this search for the continuous improvement of education must not be separated from training and respect for human diversity,as it is possible to fall into reductionisms and strategies not pertinent to population and individual differences.
The perspective on the formation of the human being and pedagogy cannot be detached from the idea of curriculum. In order to have a conscious position on what the curriculum should respond to, (Porlán, 2002) poses “three basic questions or problems of the curriculum: what to teach, how to teach, and what and how to evaluate”. Carrying out a self-assessment on these three questions will yield the teaching model that I use most frequently. One of the most frequent problems in the teaching-learning process is the conscious performance of teachers in their daily practice, the activities are developed in a kind of automatic pilot that does not allow us to glimpse the different conditions of the context, the classroom and the students. There is, (Porlán, 2002) a lack of rigorous scientific updating,as the beliefs that sustain it do not coincide with the current state of certain disciplines (epistemology, psychology, sociology, etc.) and an anti-democratic ideological substrate, in frank contradiction with the principles and norms that are postulated as desirable in our society.
The curriculum must be in a continuous state of updating and for this we must understand the dimension of didactics. It is important to stop seeing didactics as simple strategies, ways of teaching a class. Didactics (Zambrano, 2006) is a scientific discipline whose object is “the study of the genesis, circulation and appropriation of knowledge and its teaching and learning conditions”. Didactics is a theoretical knowledge that seeks to reflect on teaching and is supported by epistemology and other educational sciences. Each scientific discipline and its respective way of teaching becomes an opportunity to deepen the results of science and its transposition into school science. Research in the classroom must become didactic research,that seeks to generate ways of teaching in the relevance and diversity of communities and individuals.
The last idea that should be developed in the psyche of teachers is the very definition and conceptualization of their activity. It is necessary to transcend the definition of teacher “that person who teaches”. It is necessary to assume responsibility in the training of students but from the perspective of human diversity and not from the personal worldviews of teachers. For this, it is necessary to take into account the previous ideas of the students, understand the conceptualization as a process that never ends, therefore it must transcend the quantitative qualification that ends the topics and classifies the students as good, bad and regular. Similarly, the qualitative rating should not be based on the idiosyncrasies of the world and the prejudices of the teacher.He must be aware of the teaching model that he applies and his intentions in search of the relevance of the teaching, that is, the contents adjusted to the contextual dynamics of the students. Finally, it is necessary that your practice is mediated by experimentation and verification through research.
If teachers carry out a constant metacognitive process on the ideas of training, pedagogy, curriculum, didactics and teaching, it is likely to have a positive impact on the future of young people and therefore that of the community. It will be an individual that evolves at the pace of society and knowledge, educator of individuals capable of recognizing and respecting diversity, multiplicity of human conditions, as well as students with attitudes and aptitudes for the development of science, capable of transferring knowledge school to the transformation of everyday knowledge and therefore to society.
Bibliography
Campo & Restrepo. (1999). INTEGRAL TRAINING, MODALITY OF EDUCATION. Bogotá: Javeriana University.
Porlán, R. (2002). Research and Teaching Collection. Madrid Spain.
Zambrano, A. (2006). The sciences of education and didactics: hermeneutics of a culturally specific relationship. Educere, 593-599.
