Levels of didactic-methodological preparation of teachers for working with Developmental Teaching

Niveles de preparación didáctico-metodológica de los docentes para el trabajo con la Enseñanza Desarrolladora

Abstract

This article describes the three levels of didactic-methodological preparation of teachers that are required so that they can develop effective work with Developmental Teaching. More than a theoretical dissertation, the objective was assumed to validate the effectiveness of the body of recommendations that describe each of the three levels of preparation referred to. To accomplish this, theoretical level research methods were used: analytical-synthetic and hypothetical-deductive; and those at the empirical level of: tests and questionnaires; which were accompanied by multivariate and multilevel statistical techniques. The logical and statistical processing of the factual data collected allowed on to arrive at very useful results for raising the quality of the preparation, both initial and continuous, of education professionals, by confirming the working hypotheses associated with the recommendations offered, with a high probability of generalization beyond the statistical sample used. In this way, it was possible to conclude that the effective implementation of Developmental Teaching is only possible on the basis of compliance with demanding didactic requirements.