Cuban society has as its fundamental objective and essential principle the integral formation of the personality of the new generations, in which the adequate direction of the Pedagogical Process plays an essential role. Therefore, this research aims to study the preparation of Adult Coordinators for their work of pedagogical guidance in the Teaching of Young People and Adults.
The contribution is practical, it consists of the proposal of actions aimed at Adult Coordinators with a view to increasing their preparation to guide the direction of the teaching-learning process with a developer approach in Peasant Labor Education. Different methods were applied, at the theoretical level (analytical-synthetic, inductive-deductive and historical-logical), at the empirical level (observation, interview and document analysis) and at the mathematical level (percentage analysis).
Among the results obtained, we make available to the Adult Coordinators the proposed actions contained in the research on the orientation of the direction of the teaching-learning process developer of the Teaching of Youth and Adults with a view to the orientation of their subordinates.
Introduction
Among the great challenges that Cuban education faces today are those that emanate from the contradictions between the massiveness of education and the search for excellence, and between the necessary unity of the educational system and the diversity of people, conditions, and aspirations., of the protagonists of the developer teaching-learning process.
The current educational revolution in our country demands increasingly prepared Coordinators, capable with their work style of guaranteeing the direction of the teaching-learning process developer in their subordinates. The multilateral formation of the new generation depends, to a great extent, on the Coordinator, on his ideals, on his convictions, on his professional expertise, on his culture, he is the spiritual guide of young people and adults, so society demands a constant improvement to do their job.
Anything that undermines the preparation of the Coordinator, which affects his teaching style, affects the teaching process - developer learning and can affect the development of the student's personality and the particularities of his psychic development.
The diagnostic studies carried out made it possible to specify the problems that exist with the Coordinators who attend to the Peasant Workers' Education in the Teaching of Young People and Adults and that affect the teaching-learning process developer since their subordinates do not always encourage their participation in classes, they do not attend adequately learning demands, does not maintain affective communication, which has contributed to the appearance of difficulties in the teaching-learning process developer, expressed is that students are not always able to: explain, argue, exemplify content in front of Your partner.The analysis of this situation has shown that a factor that does not contribute to the elimination of this difficulty lies in the insufficient preparation of the Coordinators of Youth and Adult Education to guide directors, department heads and teachers in the direction of the process of teaching-learning developer. As has been verified, Youth and Adult Education Coordinators have difficulties in guiding their subordinates in identifying the potentialities of students because they do not know how to apply instruments that methodologically lead them to this result, as well as achieve cognitive independence of students as they do not know how to identify their potential from the three levels of performance,they do not carry out actions to achieve the relationship of the new with daily experience and they do not succeed in their managers and teachers to develop functions to obtain the relationship between the new content and the subject's motivational affective world.
This has made it possible to identify the problem of how to prepare Adult Coordinators for the orientation of their subordinates in the direction of the teaching-learning process developer in Peasant Workers' Education.
In order to respond to this problem, the scientific activity guided the objective of applying actions aimed at the preparation of Adult Coordinators in guiding their subordinates for the effective direction of the teaching-learning process developer in Peasant Labor Education.
The execution of all the research work required the use of scientific methods, both at the theoretical level and at the empirical level. The former are very useful for obtaining essential data that allow the characterization of the phenomenon under study. Among the aforementioned seconds, we use observation, interview and document analysis that allow us to diagnose the level of knowledge about the direction of the teaching-learning process developer in Peasant Labor Education.
This experience was carried out with the municipal coordinators of Adult education in the province of Sancti Spíritus.
Development
The improvement needs presented by the Coordinators who work in Adult Education for the orientation of the direction of the teaching-learning process require raising the preparation of the Coordinator to successfully achieve a truly developer teaching-learning process in Peasant Labor Education. To discover and solve in time the difficulties that exist in this regard, is to guarantee the adequate development in the conduct and direction of the educational teaching process in that education.
The diagnostic instruments applied corroborated the need to review the improvement plans as it is necessary to have a preparation system that addresses issues that prepare the Coordinators to respond to the didactic demands posed by the learning developer approach.
In this sense, steps have been taken, but it is still not enough for the current Coordinator to successfully assume the orientation of the direction of the teaching-learning process developer in Peasant Labor Education.
In the first place, it is important to know what causes these problems and to choose the different strategies either to eliminate them, or to assume a different style of work that is more appropriate and that guarantees a better teaching-learning process.
When analyzing the study plans, it is observed that the disciplines and subjects that make up the same in a general way collect all the essential contents that allow preparing the professionals of this teaching. Although there is a lack of systematicity and follow-up to this problem that mainly affects teachers. Hence, the need to propose actions aimed at the preparation of Adult Coordinators for guidance in the direction of the teaching-learning process developer in Peasant Labor Education.
In the research process, it is assumed that the developer teaching-learning style is one that guarantees the active and creative appropriation of culture in the individual, fostering the development of constant self-improvement, autonomy and self-determination in close connection with the necessary processes of socialization, commitment and social responsibility.
The development of the proposal is based on the types of activities established for the methodological work organized in such a way that they are developed in a logical sequence of preparation of the Coordinators. For this, the activities are started with two methodological meetings, the first is aimed at the developer teaching-learning styles and the second methodological meeting that is proposed is for the Coordinator to know the personal characteristics of the teacher, form of teaching and learning strategies. Another of the proposed actions is an instructive methodological class, which is followed by the observation of an open class and four methodological workshops in the following order and title.
1) The teaching style is essential to achieve developer learning in students.
2) Get to know the teacher better.
3) To achieve a better job, in teaching and learning
4) How to teach to teach
And to close the proposed activities, a bibliography group that will serve the Coordinator in his self-preparation on the subject.
The actions to be developed within the methodological work system within the framework of the elaborated proposal are:
1.- Methodological Meeting: Conceptualization of the teaching-learning styles of the students.
Objective: Explain the conceptualization of the styles of the developer teaching-learning process; guaranteeing the preparation and orientation to the directors, heads of departments and teachers about the care that should be provided to them to guarantee the teaching-learning process that develops their students
- Cuban educational policy. Documents that regulate this policy. Conceptualization of teacher teaching styles and student developer learning styles Influences of teacher teaching styles on student developer learning styles How to transform these pedagogical styles in certain situations The pedagogical model The school in our society is a social function that corresponds to teaching.
2.- Methodological Meeting: Personal characteristics of the teacher. Forms of teaching. Learning strategies.
Objective: Train on the definition of the term and personal characteristics of the teacher, highlighting the role that corresponds to develop in society and its influence on the development of the personality of their students.
3.- Instructional Methodological Class: The forms of teaching
Objectives: To characterize the different forms of teaching that are worked on in adult education, as well as the skills to be developed in students, how to characterize the elements that allow the diagnosis and explain the different alternatives of attention to these; develop communication skills that allow establishing appropriate relationships with this type of student in the school, family and social context, in order to achieve positive educational influences.
4.- Observe an Open Class: Teaching-learning strategies, strategies to teach to teach and to teach to learn.
Objective: To exemplify how to design and implement a developer teaching-learning strategy in Rural Workers Education.
5.- Methodological Workshops.
Workshop # 1 "The teaching style is essential to achieve developer learning in students."
Objective: To discuss the theoretical elements related to the teacher's teaching styles to achieve a developing teaching-learning process in students.
Workshop # 2: "Knowing the teacher better".
Objective: To exemplify how to determine the characteristics that typify the teacher's personality.
Workshop # 3: "To achieve a better job, in teaching and learning."
Objective: To demonstrate the different forms of teaching that are used in higher education.
The contents to be developed will be distributed.
- The conference, the seminar and the practical class The diagnosis Skills to be developed in the students.
Workshop # 4 "How to teach to teach"
Objective: Demonstrate how to select teaching methods and how to draw up learning strategies.
- What characteristics should the activity and communication assume in order for the method to be more creative? What teaching and learning method do you apply most frequently in your pedagogical practice?
Method selection: traditional or creative
What are the creative teaching and learning methods?
How to achieve an adequate selection of methods to work with students of teaching?
How to adapt the methods to this teaching?
How to develop a learning strategy and how to implement it?
Identify the actions you do and your students do.
6.- Orientation aimed at continuous self-improvement of the Adult Coordinators for the deepening of their preparation after the completion of the cycle of activities.
.Objective: Recommend bibliographic sources that can be consulted to expand their knowledge about the direction of the teaching-learning process developer.
Conclusions
• The systematization carried out on the antecedents of the subject under study shows that there are no studies carried out on how it prepares Adult Education Coordinators in the orientation of their subordinates on the direction of the teaching-learning process developer in Workers' Education Peasant.
• The diagnostic study carried out showed that there is little preparation of the Adult Education Coordinators for the orientation in the direction of the teaching-learning process that develops the Peasant Workers' Education.
• The proposal made is characterized by actions that promote the preparation of Adult Coordinators based on methodological work and self-improvement for guidance in the direction of the teaching-learning process developer in Peasant Labor Education.
• The application of document analysis made it possible to assess the preparation that the Adult Coordinators have regarding the contents of the Peasant Workers' Education curricula and programs for the achievement of the direction of the teaching-learning process developer.
Bibliography
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Alarcón de Quezada, R. (2003). Profound Revolution in Education. International Pedagogy Event.
Batista García Gilberto. Compendium of Pedagogy. Editorial Pueblo y Educación, City of Havana, 2002.
Castellanos, D.; Castellanos, B.; Llivina, MJ (2000). The teaching-learning process developer in basic secondary. Havana:
Center for Educational Studies, ISPEJV.: Towards a conception of developer learning.
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And others. Learning and teaching in school. Editorial pueblo y Educación, Havana City, 2002.
Gimeno Sacristán J. and AI Pérez Gómez. Understand and transform teaching, Ediciones Morata 1999.
Hernández Louhau, Vivian and León González, Jorge A. Pedagogical and didactic activity of Youth and Adult Education. Module III. Second part. Master of Science in Education, Mention in Adult Education.
Pérez García, Águeda M. and Rodríguez Travieso, Roberto. Pedagogy, andragogy, Youth and Adult Education. Alternative educational paradigms. Module III. First part. Master of Science in Education, Mention in Adult Education.
Silvestre Margarita and José Zilbersteín Toruncha. Towards a developer didactics. Editorial Pueblo y Educación, City of Havana, 2002.
