Training in pedagogical skills for trainee teachers of language and literatura

Abstract

This research analyzes the process of developing pedagogical skills in student teachers in the Language and Literature program at the Technical University of Cotopaxi. The study addresses the critical need to bridge the gap between academic theory and the concrete demands of the real classroom, moving beyond the mere transmission of disciplinary knowledge. The general objective focused on analyzing the development of teaching competencies based on three fundamental axes: the use of teaching strategies, the implementation of methodological resources, and the impact of teaching practices in real-world contexts. Methodologically, the research adopted a mixed-methods approach (qualitative and quantitative), using analytical, synthetic, and hermeneutic methods. Data collection was carried out through semi-structured interviews and questionnaires administered to seventh-semester students. The results demonstrated that pre-professional teaching practices constitute the most valuable component of the training, allowing for an effective integration of theory and practice. A marked preference for active methodologies, such as project-based learning, was identified, along with a positive assessment of technology when combined in a balanced way with traditional resources. It is concluded that the current training model generates a high perception of professional preparedness (96%), equipping future teachers with tools to address contemporary challenges such as promoting reading and managing diversity in the classroom.