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The methodological class as a way of completing studies: its impact on teacher professionalization

Abstract:

Introduction: The aim of this research is to enhance the professional preparation of teachers involved in training students in Basic General Education, with a particular focus on the methodological class as a central element of the formative process. Methodology: The study adopts a mixed-methods approach, using techniques such as participant observation, surveys, document analysis, and percentage analysis to process and evaluate the results. The sample consisted of 12 teachers who deliver content related to the methodological preparation of future educators. Results: Methodological recommendations were developed for the final examination of the Bachelor’s Degree in Educational Sciences, serving as guidelines for both academic authorities and teachers in their scientific-methodological work. Two key moments are highlighted: the theoretical and the practical stages, focused on the design and implementation of a methodological class by the students. Discussion: Several areas for improvement were identified, revealing weaknesses in the teaching-learning process, particularly regarding students’ self-preparation and sense of responsibility, which are closely linked to the role of the teacher. Conclusions: The study serves as a support document for teachers and a guide for student preparation, aimed at promoting educational change. It seeks to revitalize the scientific-methodological preparation of teachers to enhance their professional performance and improve the quality of education.