Teacher preparation to improve the performance of students in teaching degrees, their professional performance and social impact

Abstract

Introduction: In Higher Education, the training of education professionals involves a mode of action that allows them to participate in processes of innovation and creation, and fosters the improvement of pedagogical performance. The objective is to develop recommendations to mitigate the limitations of teachers regarding values education, which hinder their ability to effectively guide students in teacher training programs. This, in turn, impacts their efficient training for fulfilling the social mandate of educating in values and preparing students for life. Materials and Methods: Scientific methods of both theoretical and empirical nature were used in the development of this research. The theoretical methods included analysis-synthesis, induction-deduction, historical-logical analysis, modeling, and systemic-structural analysis. The empirical methods included observation, document analysis, interviews, and surveys. Results and Discussion: The integration of innovative approaches in teacher training facilitates meaningful and effective learning and influences the behavior of students in teacher training programs at the University of Oriente. Conclusions: Recommendations are developed to mitigate the shortcomings observed in the interaction between teachers and social actors, impacting student behavior and thus promoting their comprehensive axiological development.