The Developmental teaching as a teaching strategy to improve research in the classroom

Abstract

Developer teaching (Castellanos et al (2001), as a theoretical and methodological basis of teaching strategies for a developer Teaching-Learning process, contributes to improving research in the classroom. This article presents the results of the research carried out with the objective to argue about these benefits. The quantitative and descriptive correlational approach was developed with a non-experimental, cross-sectional field design. We worked with a probabilistic sample of teachers and students of the Special Education program. the Specialized University of the Americas (UDELAS), Extension, Veraguas: 50% of the thirtyfive teachers who teach in the degree (16 teachers), and 12.5% of students, which corresponds to 40, chosen ten for each year. The empirical investigation included a survey where the difference between what the teacher believes he teaches and what the student perceives, feels and learns was confirmed. It was evidenced through the investigation that teachers and students do not know, in depth, the skills and weaknesses they possess, in terms of classroom research and the foundations of developmental teaching. The results indicate the need to delve into classroom research and developmental teaching, as a teaching approach and strategy relevant to knowledge. The training of research teachers is imperative to teach students to investigate and learn to learn autonomously, scientifically and ethically in a meaningful way. A training on developmental teaching applied to research in the classroom is proposed.