Dynamic workshops for strengthening the use of innovative pedagogical strategies in elementary basic education teachers

Abstract

This research focuses on strengthening the limited use of innovative pedagogical strategies among teachers at the Elementary Basic Level in the Jaramijó parish, Jaramijó canton, Manabí province. The study seeks to generate a direct impact on educational quality by promoting a more active and participatory approach in the classroom, contributing to the holistic development of students and greater teacher motivation. To this end, the implementation of dynamic workshops is proposed, aimed at strengthening the use of innovative pedagogical strategies that facilitate continuous professional development and improve teachers' responsiveness to contemporary challenges. The research included a literature review that provided the theoretical foundation for the design of these workshops. Methodologically, a qualitative approach was used with a non-experimental design and applied, explanatory, cross-sectional, and synchronic field research methodology. Survey and observation techniques were used, with questionnaires and checklists as instruments. The population consisted of elementary school teachers, and the sample comprised fourth-grade teachers. The results show a predominance of traditional methods, limited application of innovative strategies, and barriers related to a lack of training, institutional support, and workload. Observations confirmed teacher-centered practices and limited use of active learning methodologies. It is concluded that dynamic workshops constitute a viable alternative for strengthening teaching competencies and improving the teaching-learning process.