Interactive teaching strategy for the theoretical-methodological preparation of Dominican History teachers

Abstract

This article characterizes the initial state of theoretical-methodological preparation of teachers who teach the subject of Dominican History to all students at the Autonomous University of Santo Domingo. To this end, an empirical investigation has been carried out based on the cognitive, procedural and axiological dimensions and indicators, through an intentional sample of directors, teachers and students, to whom questionnaires and a class observation guide were applied to evaluate the teaching-learning process that they develop in university classrooms with the curricular contents of Dominican History. After processing, interpreting and analyzing the data collected, which revealed serious weaknesses in the areas of implementation of interactive teaching-learning strategies, the use of Information and Communication Technologies and the creation of a classroom environment that encourages participation, with the objective of formulating an interactive didactic strategy for the theoretical-methodological preparation of Dominican History teachers, based on philosophical, historical, sociological, pedagogical, psychological and computer foundations, a general objective, its components (diagnosis, planning, execution of actions and evaluation of the process), as well as an assessment of the results. This process resulted in a truly democratic, participatory, dynamic and interactive experience, by incorporating multiple technological tools, virtual platforms and multimedia content, where the praxis and critical reflection of the different actors are taken into account to promote significant changes in the way of teaching, learning, thinking and building new historical references.