The reflective process of the teacher in his mediating role of learning in the technical educational context in Nicaragua

Abstract

The Instituto Nacional Técnico y Tecnológico (INATEC, for its Acronyms in Spanish), as responsible for ensuring quality technical education in Nicaragua, has established an educational model based on competencies with a socioconstructivist approach, where the student is the protagonist of their own learning. This implies that the teacher becomes a mediator in the learning processes. However, change is not easy as it requires going through a series of stages that allow its integration into educational practices. In this sense,  it is necessary to inquire What is needed for the teacher to assume a role as a mediator in the learning process in the technical educational context? To answer this question, this paper addresses the implications that the reflective process has on the changes that teachers assume in their educational roles. A review and critical reading of scientific articles obtained from educational databases and documents from the INATEC regarding teacher training have been conducted. As a result, it is highlighted that teachers in the technical educational field have experienced different stages (shock, discredit, doubts, search for meaning, experimentation, acceptance, and integration) due to the changes required by the socioconstructivist educational model adopted in this context. It is emphasized that the teacher training processes promoted by INATEC have contributed to a smooth transition towards the new teaching role. However, this transition would be impossible if the teacher does not reflect on their conceptions and practices, which implies knowing what, how, and why they act the way they do, and based on that reflection, consciously making changes in their actions.