Teaching Commitment in the Professional Training from the Vision of the Bolivarian Primary Education

Abstract

The general purpose of this article was to generate a theoretical approach on the Teachers' Commitment in the professional training process from the vision of Bolivarian primary education, in the U.E.N. Virgin of Mount Carmel. It was framed in a qualitative methodology, with an ethnographic approach. It was done based on analysis and description, based on specific situations, events, customs and observable attitudes. In order to gather information, observation and in-depth interviews were used, with dialogical interaction between investigator and informants. It was analyzed in the form of concepts and proportions taking the criteria of Martinez Migueles: categorization, structuring, contrasting and theorizing. Validity and reliability were obtained when contrasted with other investigations. The results demonstrated the need for permanent training that emphasizes innovations and the use of technologies as didactic and self-learning tools, to overcome the limitations found in pedagogical processes; Signaling a pedagogy centered on the teacher's commitment to their training. Finally, a theoretical approach was developed with the purpose of sensitizing the teacher about his commitment in the process of professional training. This intention will allow the development of methods of systematization of knowledge to be considered in the professional training of teachers.