Teachers’ Pedagogical beliefs about educational interventions in UPNECH context

Abstract

The Universidad Pedagógica Nacional del Estado de Chihuahua, through the Educational Intervention Degree (EID) proposes a social change according to educational needs in various contexts. However, there is ambiguity in the university community regarding the development of educational intervention and a lack of solid methodological references. The object of study is the teachers’ pedagogical beliefs regarding the teaching of educational intervention. The guiding questions are:  Which teachers’ pedagogical beliefs have the most influence on the training of interveners? How do teachers and students perceive the intervention in terms of its conceptualization and methodology? A single-phase mixed method of nested concurrent strategy is applied. Data are collected through a focus group, and it is processed with a talk about conceptual and methodological elements of the intervention in the context of the Bachelor’s degree. The results are analyzed using an interpretive paradigm for the qualitative part and graphics. The results reveal that one of the pedagogical beliefs of teachers that hinders the training of interveners, is that teaching should be oriented towards the training of teachers in basic education, which generates confusion regarding the graduation profile. Another finding is that the student does not identify himself as an education professional. Also, it presents a proposal for a continuous training course workshop for teachers, so that it strengthens the methodological references about the intervention and reduces the perception of its ambiguity.