Institutional Support for Pedagogical Practice in the Area of Natural Sciences at the High School Level in the “Juan Montalvo” School
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Abstract
In the current educational context, institutional support for pedagogical practice has gained significant relevance at the high school level. This study focuses on the "Juan Montalvo" Public Educational Unit in Ecuador, where a lack of adequate support in pedagogical practice has been observed, affecting teachers' professional development and educational quality. A qualitative phenomenological approach was employed to explore the experiences of six Natural Sciences teachers. Data were collected through biographical narrative interviews, centered on the participants' life histories, their experiences with pedagogical support, and their perceptions of its impact on their teaching practice, while observing ethical and normative considerations. The interviews revealed that teachers face significant challenges due to inadequate institutional support. The results indicate that, although some teachers have received support from colleagues and administrators, most have had to manage their professional development independently. The lack of systematic and continuous support negatively affects teachers' confidence and performance. The research highlights the need for comprehensive pedagogical support that includes administrative guidance, emotional and professional support, and continuous development opportunities. The findings align with previous studies that emphasize the importance of role models and mentors in teacher training. This calls for the implementation of policies that strengthen institutional support, ensuring constant supervision and constructive feedback to improve educational quality and teachers' professional development.
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Cristóbal Iván Tobar-Gálvez, Universidad Bolivariana del Ecuador - Ecuador
https://orcid.org/0009-0007-3091-3379
Microcomputer Systems Analyst of the Escuela Politécnica del Litoral ESPOL, Bachelor in Educational Sciences of the Universidad de Educación del Ecuador UNAE, Vice-Principal of the Unidad Educativa Particular Americano UEPA of El Carmen Manabí, currently a Master’s student in Educational Management at the Universidad Bolivariana del Ecuador UBE. This research, carried out in an Ecuadorian educational institution, investigates the absence of institutional pedagogical accompaniment for Natural Sciences teachers. The findings underscore the pressing need to implement educational policies that ensure integral and continuous accompaniment, thus enhancing the quality of education and teacher performance.
Luz María Chamba-Chávez, Universidad Bolivariana del Ecuador - Ecuador
https://orcid.org/0009-0001-5782-3193
Graduated in Educational Sciences from the State University of Guayaquil, fiscal teacher for 17 years at the Rita Lecumberri Fiscal Educational Unit, currently a teacher at the Juan Montalvo Fiscal Educational Unit located in the city of Guayaquil, I am completing my Master's Degree in Educational Management at the Bolivarian University of Ecuador UBE. This study, carried out in an Ecuadorian educational institution, in addition to the performance of teacher training, it is important to implement dynamic activities, resources and to be in a constant process of training and updating.
Francisco Samuel Mendoza-Moreira, Universidad Bolivariana del Ecuador - Ecuador
https://orcid.org/0000-0001-9959-5240
Elementary School’s teacher, educator in the Educational System (Basic, secondary, and compensatory education) from 2004 to 2012, and in Higher Education since 2008 to the present. Doctor of Humanities and Arts with a specialization in Educational Sciences (2021) from the National University of Rosario (Argentina). Associate Professor III at Laica Eloy Alfaro University of Manabí and Associate Researcher I at Senescyt, postgraduate teacher in Education at various national universities and in the Southern region of America.
Julia Orlenda Robinson-Aguirre, Universidad Bolivariana del Ecuador - Ecuador
http://orcid.org/0009-0002-0275-5688
Julia Robinson Aguirre, Mgtr., Bachelor of Science in Education, specializing in Physics and Mathematics, Master in Design and Evaluation of Educational Models. With professional practice in secondary and higher education; in the Pedagogical Coordination of the Simón Bolívar Technological Institute. Teacher, student internship manager, research tutor at the University of Guayaquil. Director of the Education Sciences Program, teacher-researcher, assigned to the Department of Coordination of Innovation and Knowledge Transfer of the Bolivarian University of Ecuador.
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