Las secuencias didácticas y el enfoque socioformativo en el desempeño profesional docente

Abstract

The present investigation on the didactic sequences and the socio-formative approach in the teaching professional performance was carried out through a documentary analysis taking into account conceptual cartography as a methodology to highlight the information corresponding to each of the eight conceptual axes, such as the notion, categorization, characterization, differentiation, division, linking, methodology and exemplification. The purpose of this research was to highlight the importance of managing didactic sequences and the socio-formative approach in teaching professional performance. Contextualized didactic sequences are articulated sets of learning and evaluation activities that, with teaching mediation and various theoretical approaches, seek to achieve certain educational goals starting from a problem situation, considering a series of resources, taking into account the needs and context. of the students, thus achieving the objectives set, which is why teachers must be prepared and constantly updated. Concluding that the management of didactic sequences and the socio-training approach constitutes the national didactic strategy that is demanded in the current knowledge society, since it facilitates the work of the teacher, generating better professional performance and consequently facilitating teaching practices in students. active roles towards their teaching and learning processes, developing necessary skills for today's life.