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PROFESSIONAL-PEDAGOGICAL TRAINING: TEACHERS FACULTY OF ADMINISTRATIVE SCIENCES, UNIVERSIDAD DE GUAYAQUIL

Abstract:

The article revolved around an investigation carried out between 2019 and 2022. The framework of this segment represented the potential of the teaching-educational process as fertilization and irradiation of the social management of knowledge of the University of Guayaquil, Faculty of Administrative Sciences, interconnected with the state-governmental social-political, from the application of theoretical-practical-educational strategies aimed at solving social-professional enigmas. Quantitative, non-experimental, cross-sectional design, reaching a descriptive-correlational approach, through a survey of teachers to visualize their expertise in terms of pedagogy, didactic and research. The main findings refer to the fact that less than 29% were participants in research projects, a non-significant low correlation was reflected (Kendall’s Tau B = .254) between the time dedicated weekly to professional and didactic readings. This suggests a significant difference (Fisher Test, p value = .005) between those who participate in research and use its products as part of teaching. It is necessary to prioritize disciplinary-pedagogical-didactic research framed in FCI projects, to exercise formative research as a form of teaching that forms creative and dynamic loops, that expands knowledge and transforms reality; therefore, to the learning subject.