Strategic pedagogical management and quality in teacher training in university contexts

Abstract

The study on strategic pedagogical management and quality in teacher training within university contexts derives from the implementation of research projects entitled: Application of didactic and pedagogical strategies mediated by Learning and Knowledge Technologies for strengthening the teaching-learning process of the English language and The use of artificial intelligence for English language teaching in public educational institutions. These projects respond to the need to ensure relevance and effectiveness in Ecuadorian higher education. The course Educational Systems and Contexts, within the degree program Pedagogy of National and Foreign Languages, constitutes a curricular space for analyzing how planning, mentoring, evaluation, and pedagogical innovation influence the development of professional competencies and students’ perceptions of the quality of their training. The general objective was to evaluate students’ perceptions regarding the relevance of strategic pedagogical management in their teacher education. The methodology was developed under a quantitative approach, with a non-experimental, descriptive, and cross-sectional design. The results revealed that strategic pedagogical management is perceived as a determining factor in the quality of teacher training. The importance of curricular planning and teacher mentoring was highlighted as dimensions that strengthen the relevance of the course, while methodological innovation and pedagogical evaluation contribute to the development of communicative, pedagogical, research, and intercultural competencies.