Construction of pedagogical knowledge aimed at rural students of the ENS in Santander

Abstract

This study investigates the acquisition of pedagogical knowledge among rural students in the Complementary Training Program at the Higher Rural Teacher Training School of Guadalupe, Santander, through a critical analysis of the pedagogical methodologies used in their training, identifying potential gaps and areas for improvement. To achieve this, the study characterizes the current pedagogical methodologies used in the training, followed by an identification of the socioeconomic, cultural, and pedagogical factors that influence continuity. This analysis aims to provide pedagogical reflection to guide the teaching and learning process of pedagogical knowledge. Methodologically, this is a qualitative study with an interpretive paradigm and a non-experimental, descriptive, and exploratory case study design to observe and analyze educational dynamics within their natural context. Data collection techniques included semi-structured interviews with teachers and students, focus groups to explore collective experiences, participant observation to document classroom practices, and document analysis of curricula, educational materials, and institutional reports. In terms of results, the study's findings provide relevant information for proposing customized strategies to improve teaching and learning processes, contributing to sustained interest and enrollment in rural teacher training programs.