Representaciones sobre el proceso educativo de docentes en funciones sin formación pedagógica

Abstract

This research analyzes the representations held by in-service teachers without pedagogical training regarding the educational process. The general objective is to understand the perceptions of the educational process held by elementary and middle school teachers without pedagogical training from two educational institutions in Cuenca. The problem identified for conducting this research is the presence of teachers without pedagogical training, the lack of available information on the subject, and the devaluation of the teaching profession. This study used a qualitative approach, applying semistructured interviews with seven teachers from two schools in Cuenca. The results show that teachers possess knowledge about the educational process but do not consider pedagogical training necessary to acquire it. They claim that their academic backgrounds and years of experience have provided them with tools to address certain needs. However, they also point out the importance of ongoing training. Finally, it was concluded that pedagogical training is essential for teachers to continue overcoming the limitations they face when responding to the needs of their students within an ever- changing society.