Transformative Pedagogical Practices and Their Impact on Teacher Performance: An Innovative Approach

Abstract

Introduction: This study analyzes the implementation of transformative pedagogical practices to improve teacher performance in secondary education institutions. In a context where educational quality is essential for social and economic development, a training intervention was designed based on active methodologies and the integration of digital technologies in the classroom. Materials and methods: Using a mixed-methods approach, surveys were administered to teachers to assess their perceptions of current practices, and workshops focused on project-based learning and formative feedback were offered. Results: The results showed a notable increase in participants' motivation and engagement, as well as better adaptation of teaching strategies to individual students' needs. Discussion: Furthermore, statistical analysis reflected a significant correlation between workshop participation and the adoption of student-centered methods. The main challenges to the sustainability of these practices are discussed, including resistance to change and lack of resources. Conclusions: Even so, it is concluded that, with adequate institutional support and collaboration between educational communities and governments, sustainable improvements in teaching practice are possible. The study underscores the importance of educational policies that prioritize ongoing training and the provision of the necessary resources to drive lasting change.