Identification of the teaching approaches used by the teachers of the “William Tell” private school

Abstract

Teaching as a main activity that teacher makes it through the experiences, professional preparation, circumstances, and context that surround his work; the influence of these components is reflected by means of the didactic approaches that he uses as a guide to achieve his goal in the education of his students and, consequently, through these perspectives they impact the quality of learning. This study exposes the didactic approaches used by the teachers of the William Tell Private School from Quito–Ecuador; executed through the application of the Characterization of Teaching Approaches (CEE) questionnaire adapted from Manuel Soler, consisting of the categories: CCCE active approach that prioritizes the student in the educational process as a constructor of their learning, and traditional approach ICTP that focuses on the teacher as a transmitter of knowledge to the student; The results show that six teachers apply an active approach of weak intensity in their teaching, while four teachers apply a traditional approach of weak intensity and one teacher applies an indefinite approach; these results also expose the need for improvement in teaching practices, according to their individual realities and the context in which they operate it; denoting the importance of diagnosing teaching approaches to contribute to an effective evolution of educational practices.