Didactic strategy to improve the teaching-learning process of Education at the Autonomous University of Santo Domingo

Abstract

This study presents a characterization of the initial state of the teaching-learning process (TLP) in the subject Fundamentals of Education at the Autonomous University of Santo Domingo (UASD). An empirical investigation was conducted based on the cognitive-motivational dimensions, the management of the teaching-learning process with a professional, developmental, and investigative focus, and the pedagogical approach to professional practice. The study included the entire population of teachers and administrators, as well as students, using a probabilistic cluster sampling method. Questionnaires and a classroom observation guide were used to analyze the TLP practices implemented by the teachers. The processing and analysis of the diagnostic data revealed deficiencies in the articulation of theory and practice, the treatment of the legal framework of the educational system, the use of Information and Communication Technologies (ICTs), and the professional approach to teaching. Based on these findings, a teaching strategy was formulated to improve the teaching and learning process, grounded in philosophical, sociological, pedagogical, psychological, and legal principles. The proposal integrates diagnosis, general objectives, planning, implementation of actions, and evaluation. Its partial implementation revealed progress in the articulation of theory and practice, the use of ICT, participatory research, and teacher performance, confirming its relevance as a proposal for the university context.