Pedagogy in the professional training of teachers in Ciénaga de Zapata
DOI:
https://doi.org/10.64325/IJIP.v2i1.7Keywords:
pedagogy, teacher trainin, professional identity, inclusive education, Ciénaga de Zapata, reflective practiceAbstract
This study explores the role of pedagogy in the professional development of teachers in Ciénaga de Zapata, emphasizing its influence on educational quality and holistic teacher growth. Using qualitative methods, it identifies pedagogical practices that enhance professional identity, ethical commitment, and reflective capacity. Findings show that strong pedagogical training improves lesson planning, classroom management, and attention to diversity. The study concludes that pedagogy not only conveys knowledge but also transforms teaching practice, fostering a more inclusive and context-sensitive education. It offers recommendations for designing training programs that address local needs and empower teachers as agents of change.
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Copyright (c) 2025 Esperanza Laffita Rodríguez, Onel Vienes Cárdenas (Author)
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