Educational Models and Typology of Teaching Practice

Abstract

Objective: Analyze the types of teaching practice derived from educational models to identify the two dimensions of discursive and practical order, both classical and contemporary, that allow the understanding of teaching work at the higher education level. Literature Review: It begins with the theoretical analysis of the traditional model, followed by contemporary models such as the active school or new school model, educational technology, critical didactics, and finally the constructivist model. The focus of analysis in these models is the teaching practice: traditional, active, technocratic, critical, and constructivist. Key Findings: It is perceived that according to the original pedagogical model, there is a deep interconnection between educational work and values rooted in the individual, collective, and institutional realms. Education is considered a deliberate process that cultivates knowledge and shapes development towards a certain ideal that configures the social environment. Key Recommendations: Educational practice should incorporate fundamental aspects that include a solid mastery of knowledge, pedagogical skills, the ability to establish meaningful interpersonal relationships, appropriate personal characteristics, an active connection between teaching and research, and careful planning. Additionally, it should align with approaches of the new school and constructivism, emphasizing that teaching work is linked to democratic values, respect for individual differences, and the promotion of coexistence and peace. In other words, it is expected that teachers foster active citizenship, allowing the development of a citizenship practice system based on the educational structure for higher education.