Critical Reflection of Pedagogical Practice in the Socialized Method

Abstract

Science is the expression of social consciousness that is observed in the collective relations of systems where organic solidarity predominates and is characterized by the division of labor, the link between the citizen and the State (Durkheim, 1968 cited by Samaja, 2004); pedagogical practice is not alien to this reality insofar as teachers interact with their students using teaching strategies that promote active learning. One of the central vertebrae in educational models is the method associated with the teaching-learning process, in addition to the accelerated mediation in the acquisition and use of information and communication technologies in face-to-face and non-face-to-face education (Crook, 1999 cited by Nó and Ortega, 1999). The objective was to analyze and evaluate the different positions that teachers present in their pedagogical practice when they apply the socialized method; The research approach was qualitative, the methodologies of grounded and phenomenological theory were used (Husserl, 2008 cited by Sánchez, 2019). The assessment lies in providing the validity of the results at a descriptive and interpretive level of the methods used and reliable sources. 35 studies were evaluated that were filtered from titles and abstracts, total analysis and inclusion criteria organized from the forest plot. It is concluded that there is little critical reflection of the teaching praxis articulated to the socialized method in the different educational levels in the last five years. The research approach was qualitative, the methodologies of grounded and phenomenological theory were used (Husserl, 2008 cited by Sánchez, 2019). The assessment lies in providing the validity of the results at a descriptive and interpretive level of the methods used and reliable sources. 35 studies were evaluated that were filtered from titles and abstracts, total analysis and inclusion criteria organized from the forest plot. It is concluded that there is little critical reflection of the teaching praxis articulated to the socialized method in the different educational levels in the last five years. The research approach was qualitative, the methodologies of grounded and phenomenological theory were used (Husserl, 2008 cited by Sánchez, 2019). The assessment lies in providing the validity of the results at a descriptive and interpretive level of the methods used and reliable sources. 35 studies were evaluated that were filtered from titles and abstracts, total analysis and inclusion criteria organized from the forest plot. It is concluded that there is little critical reflection of the teaching praxis articulated to the socialized method in the different educational levels in the last five years. The assessment lies in providing the validity of the results at a descriptive and interpretive level of the methods used and reliable sources. 35 studies were evaluated that were filtered from titles and abstracts, total analysis and inclusion criteria organized from the forest plot. It is concluded that there is little critical reflection of the teaching praxis articulated to the socialized method in the different educational levels in the last five years. The assessment lies in providing the validity of the results at a descriptive and interpretive level of the methods used and reliable sources. 35 studies were evaluated that were filtered from titles and abstracts, total analysis and inclusion criteria organized from the forest plot. It is concluded that there is little critical reflection of the teaching praxis articulated to the socialized method in the different educational levels in the last five years.