Percepción de los Docentes sobre la Relación Entre las Prácticas Pedagógicas y la Importancia de la Sistematización para el Logro de los Objetivos Educativos

Abstract

This research, based on the hermeneutic phenomenological approach, explored the perception of teachers about the relationship between their pedagogical practices and systematization with respect to educational objectives. The results highlighted that teachers value systematization as essential to improve the organization and quality of teaching. They recognize its impact on the achievement of educational objectives, as evidenced by the implementation of tools such as lesson plans or Taskchart. Despite recognizing its importance, they face challenges such as lack of time, institutional bureaucracy and resistance to change. As a solution, strategies such as continuous research, the promotion of self-reflection, the search for institutional changes and the promotion of constant learning are proposed. In conclusion, this research underlines the relevance of systematizing pedagogical practices to improve educational quality. It proposes solutions to overcome challenges, promoting teaching practice towards more effective and reflective teaching.