Práxis pedagógica para el desempeño estudiantil universitario

Abstract

University Education faces a series of challenges in a world that is constantly changing, so it must review its mission and redefine its substantive processes, especially those that relate to the needs of society in terms of learning and continuing education, so that said pedagogical training of teachers constitutes a great challenge for all higher education institutions. This research aims to interpret the pedagogical praxis in the academic performance of students at UNERMB Coro campus. The paradigm used is qualitative interpretive ethnographic. The techniques to collect data are participant observation and interview. The validity and reliability were based on the information collected in the interviews with UNERMB teachers and students, emerging as categories the pedagogical action, teachingtraining and institutional monitoring which were contrasted for their validation, this article was developed under the theoretical support of Bedoya, 1998, on pedagogical praxis and from the constructivist approach of Col, 200. Arriving at the following reflection: There are notable weaknesses in the pedagogical praxis at UNERMB, so the continuous and permanent training of teachers is necessary to optimize student performance. There is a need to monitor and accompany the teacher to guide and enhance the weaknesses that can be found in the development of academic activities.