Development of Intellectual Skills in the Teacher of the First Cycle of Primary Education
Main Article Content
Abstract
The formation and development of the general intellectual abilities begin from the first years of the infant’s life and constitute the foundations for the future formation of professional capacities and competences; however, adequate strategies are not always implemented in primary education that favor them, sometimes due to teacher preparation flaws. The present study has the purpose of characterizing the level of knowledge that educators have in the first cycle of primary education in the city of Machala on this subject. The methodological strategy responded to the quantitative-qualitative paradigm, systematized through the methods of scientific and statistical observation. The information collected through a survey of 40 randomly selected teachers is shown through of a table and figures descriptive. The findings allowed to conclude that there are shortcomings in teacher preparation that limit the formation and development of intellectual skills, as a result student have intellectual inadequacies.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Licensing Agreement
This journal provides free access to its content through its website following the principle that making research available free of charge to the public supports a larger exchange of global knowledge.
Web content of the journal is distributed under a Attribution-NonCommercial-ShareAlike 4.0 International.
Authors may adopt other non-exclusive license agreements for the distribution of the version of the published work, provided that the initial publication in this journal is indicated. Authors are allowed and recommended to disseminate their work through the internet before and during the submission process, which can produce interesting exchanges and increase citations of the published work.
References
Achiong, M. et al. (2016). Derivación de objetivos formativos en la disciplina morfofisiología en el desarrollo de habilidades intelectuales. Revista Médica Electrónica, 38(4), 617-627.
Adonina, L.L. et al. (2018). The Creation of Methodology of Technical Universities Students’ Intellectual Skills Formation and Development in the Foreign Language Course. European Research Studies Journal, 21, 643-651.
Agulló, G., Meroño, C. & Bueno, Á. (2017). Educación emocional en la universidad: propuesta de actividades para el desarrollo de habilidades sociales y personales. Vivat Academia, 139, 1-17.
Álvarez de Zayas, C. (1999). Epistemología. La Habana, Cuba: Universidad de La Habana.
Amorós, E. (2009). Comportamiento organizacional. En busca del desarrollo de ventajas competitivas. Chiclayo, Perú: Escuela de Economía USAT.
Bacallao, I. et al. (2007). Desarrollo de las habilidades intelectuales en las ciencias morfológicas. Archivo Médico de Camagüey, 11(2), 1-10.
Bean, C. et al. (2018). The implicit/explicit continuum of life skills development and transfer. Journal Quest, 70(4), 456-470.
Black, M.M. et al. (2017). Advancing Early Childhood Development: From Science to Scale 1: Early childhood development coming of age: Science through the life course. Lancet, 389(10064), 77-90.
Brito, H., Castillo, C. & Domenech, D. (2000). Aspectos metodológicos para la formación, desarrollo y evaluación de las habilidades de una asignatura. La Habana, Cuba: ISPEJV.
Care, E., Scoular, C. & Griffin, P. (2016). Assessment of collaborative problem solving in education environments. Applied Measurement in Education, 29(4), 250-264.
Chi, X., Liu, J. & Bai, Y. (2017). College environment, student involvement, and intellectual development: evidence in China. Higher Education, 74(1), 81-99.
Coll, C. (2001). Psicología y currículum. Una aproximación psicopedagógica a la elaboración del currículo escolar. Ciudad de México, México: Paidós.
Espinoza, E. (2017). Formación continua en la formación docente. Revista Conrado, 13(58), 30-35.
Espinoza, E. & Campuzano, J. (2019). La formación por competencias de los docentes de educación básica y media. Revista Conrado, 15(67), 250-258.
Espinoza, E. & Ricaldi, M. (2019). Desarrollo de habilidades intelectuales en docentes de educación básica de Machala, Ecuador. Educación, 28(55), 59-79.
Girvan, C., Conneely, C. & Tangney, B. (2016). Extending experiential learning in teacher professional development. Teaching and Teacher Education, 58, 129-139.
Guamán, V., Espinoza, E. & Serrano, O. (2017). El currículum basado en las competencias básicas del docente (revisión). OLIMPIA. Revista de la Facultad de Cultura Física de la Universidad de Granma, 14(43), 81-89.
Hernández, M. (2000). Propuesta de un diseño curricular para el desarrollo de habilidades intelectuales. La Habana, Cuba: ISPEJV.
Kholodnaya, M. & Gelfman, E. (2016). Development-focused educational texts as a basis for learners’ intellectual development in studying mathematics (DET technology). Psychology in Russia, 9(3), 24-37.
Kim, Y. & Lundberg, C. (2016). A Structural Model of the Relationship Between Student–Faculty Interaction and Cognitive Skills Development Among College Students. Research in Higher Education, 57, 288-309.
Kohler, J. (2013). Rendimiento académico, habilidades intelectuales y estrategias de aprendizaje en universitarios de Lima. LIBERABIT, 19(2), 277-288.
Ramón, M., Ortega, S. & Espinoza, E. (2020). Desarrollo de habilidades cognitivas en lengua y literatura en quinto año de educación básica en Machala. Revista Metropolitana de Ciencias Aplicadas, 3(1), 128-137.
Rivera, N., Pernas, M. & Nogueira, M. (2017). Un sistema de habilidades para la carrera de Medicina, su relación con las competencias profesionales. Una mirada actualizada. Educación Médica Superior, 31(1), 215-138.
Villalobos, A. et al. (2018). La operación de habilidades intelectuales con ejemplos en diferentes asignaturas del Centro Universitario Municipal de Guáimaro. Revista de Investigación Académica Sin Frontera, 11(28), 19-19.