Saberes profesionales, desarrollo personal y práctica pedagógica de las docentes de educación inicial en la provincia de El Oro

Professional knowledge is related to the necessary expertise that institutions impart in teacher training to enable autonomous action in the field of work. This article explores the possibility of identifying professional knowledge and professional development applied in the pedagogical practices of Early Childhood Education teachers in public and private institutions in the province of El Oro. The research adopts a qualitative approach, aiming to interpret reality through the experiences and insights of teachers in their pedagogical praxis. The sample consists of three teachers with a minimum of three years of professional experience under the MINEDUC regime, using the inductive method. To gather information, three qualitative instruments were employed: an oral interview with open-ended questions regarding intrapersonal and interpersonal competencies in the personal development category; a written interview with open-ended questions to comprehend professional knowledge; and finally, a semi-structured interview to explore and understand the processes of knowledge, norms, and subjects in pedagogical practice. Based on the information gathered from these instruments, it can be concluded that the professional knowledge acquired by the three practicing teachers has fostered autonomy in their professional development by implementing competencies such as self-awareness, emotional regulation, responsibility, self-confidence, resilience, leadership, empathy, teamwork, negotiation, and communication in the pedagogical practice process.

• Prif Awdur: Rivadeneira Rodríguez, Elmina Matilde (author)
• Awduron Eraill: Quintero Arjona, Gisela Consolación (author)
• Fformat: article
• Iaith: spa
• Cyhoeddwyd: 2023
• Pynciau: Autosuficiencia; Práctica pedagógica; Docente; Autonomía educativa
• Mynediad Ar-lein: http://repositorio.ulvr.edu.ec/handle/44000/6349