EL PROCESO DE ENSEÑANZA - APRENDIZAJE EN LOS MODELOS; REFORMA EDUCATIVA E INSTITUCIONAL DEL IPN

Abstract

The purpose of this research is to describe the teaching-learning process in both the Educational and Institutional Reform Models of the IPN. The objective of the present investigation was to analyze the differences and similarities of the of Teaching - Learning process between the educational models of the IPN, Educational Reform and Institutional Reform, through a comparative study, with the sole purpose of recommending different option for bettering the process. The problem arises by the lack of evidence as to how each teacher fulfills the educational process. Also, the students show little interest towards doing research on their own to relate topics to the established didactic unit. The students don’t have information on program contents, because this is obtained through internet and it’s not based on books or research articles. There is a lack of a permanent training program to force the teachers-lecturer to remain updated with the purposes that the Institutional Educational Model purports. It is not known which of the models has been more efficient or has offered greater competitiveness amongst the professors. From the above, rises the question stated by the problem which consists of finding which are the similarities and differences between the educational models of the IPN; Educational Reform and Institutional Reform during the teaching – learning process. To find the answer to the problem outlined previously, the method used in this research was diagnosis by comparison; whereby weighting index matrix was built, an original tool type combination that is used for diagnosing at higher level educational institutions. The main results were concerned with the atmosphere that prevails within the teaching-learning process in both educational models. vi As far as staying up to date and the teacher – lecturer formation, this still works based on the guidelines of the recent Educational Reform for becoming a good facilitator. As far as the structuring of the appropriate study plans and programs for the transference of knowledge, there is a great tendency in both models for the study plan and program contents to be broken up into a vast number of fragments, and the of rote memory techniques and not methodologies for transmission and transfer of knowledge. Consequently, it is determined that both models are being applied in the practice of the teaching - learning process since the professors that already know about the Institutional Educational Model continue to use the methods of the Education Reform Model however, a gradual change towards the application of teaching – learning process of the Institutional Model has been observed. Therefore, we proposed a training program which contemplates the characteristics of the Institutional Educational Model of the IPN, the main guidelines of the pedagogical perspectives, a focus on humanistic education, the foundations of education based on skills and abilities, and an orientation towards the evaluation and certification of the teachers – lecturer in the Standards of Technical Labor Skills in "Designing and giving training courses‖, for the development of the program on motivation and knowledge of the Institutional Educational Model.