The Training Of The Venezuelan Teacher: Historical Review And News

The training of the Venezuelan teacher: Historical Review and News

Educational quality refers to the way the process of educational training of students and personal and professional skills that teachers demonstrate to achieve it are carried out to achieve it. Hence, the results are positively or negative valued by the community then, as the case may be the educational quality is high or low. There are also diversity of factors that influence as they are: pedagogy, the facilities where educational installation (classroom, infrastructure, among others), type of content and the utility or validity of the titles that are delivered to the student works. In this regard the UNICEF (S.f) Explain “a quality education, essential for true learning and human development, is influenced by factors that come from inside and outside the classroom” (P 1).

In the same way, the following characteristics should be taken into account: Incentives modernization and changes inherent in classroomThe well -being and motivation to the achievement of teachers. Likewise, UNICEF (OB. cit.) Consider that: "Improving educational quality should be the priority of any program whose purpose is to school girls and get their education to continue" (P. 1).

Then, educational quality is achieved when educational processes meet the needs of the student and society where it develops, managing the resources of which it has an effective and effective way. Therefore, investigating educational quality is to deepen the epistemological field of the education concept, because both terms (education and educational quality) are not isolated references, because they allow the gear of projection, intentionality and social purpose.

Therefore, apply what Tames exposes (S.f) “… Hence the impact that the training of the person makes on society;Hence the concern for educating and educating well ”.

The above, argues that education and educational quality are engaged in conjunction with the challenges that demand the business, economic, political, scientific and technological environment, which demand relevant aspects in terms of educational management, autonomy, participation, teamwork, teamwork, leadership, responsibility social commitment, teacher training, among others, that allow transforming and understanding cultural and social contexts.

The training of the Venezuelan teacher has evolved throughout history to transform and become what it currently represents. In that same sense, in Venezuela great efforts are made to establish an educational model according to contemporary society focused on human rights, for which it requires the continuous initial and professional training of teachers who have values and ethical, open to participation, solidarity, with respect to diversity and inclusion, capable of self-assessing with a responsible and critical sense.

Therefore, it must transcend beyond its classroom and institution to effectively change its environment until the scope of a society reigns where equality, justice, values, freedom,, good, independence, territorial integrity and theSocial responsibility, human rights aspects enshrined in the Constitution of the Bolivarian Republic of Venezuela of 1999. In reference to the above, to develop this topic, the report prepared for UNESCO by Luis Peñalver Bermúdez in 2005 is taken as a source of consultation in 2005.

Indeed, the aforementioned diagnostic study allows us to be located in history and from there located in the present and consider the advances obtained to achieve the initial and professional training or professional training of the teacher in Venezuela being the beginning of its formality assumed by the State,through the decree of public education, free and mandatory during the presidency of Antonio Guzmán Blanco on June 27, 1870. From there the normal schools arise to train the personnel that were required to incorporate citizens to exercise their right to educate themselves and thus the teaching state arises, as Peñalver (2005) expresses “thus, the State, through normal schoolsAs training devices, the responsibility of building the new citizens required by the nascent nation ”(P.13).

Therefore, for the Venezuelan teaching it is a historical moment when the formation of its guild is the responsibility of normal schools and as Agreed (2014) refers to stating:

Historically speaking, normal schools represent the first systematic training that defined the being of the Venezuelan teaching, with them the training of the first masters of the primary schools in the country began, and of all those who exercised the teaching function in schools (p. 43).

In this regard, the first normal schools were created by decree in 1876 and initially began in the cities of Caracas and Valencia and then in 1881 they were created in San Cristóbal Cumana and Barquisimeto;The training courses lasted 6 months and the contents were oriented to reading, writing. Geography, History and the National Constitution;Later, in 1936 the National Pedagogical Institute was created, which takes responsibility for training the secondary and normalist teachers as well as supporting teachers in exercise. Then, after several name changes, in 1976 he becomes a rural pedagogical institute.

Subsequently, from 1953 to 1977, the Central University of Venezuela (UCV), the University of the Andes (ULA), until the teacher training in universities with the School of Education of the Faculty of Humanities of Humanities of Humanities of Humanities ofThe Central University of Venezuela (UCV), the University of Carabobo (UC), the University of Zulia (Luz), the Experimental University of the Western Llanos Ezequiel Zamora (Unellez), the Experimental University of the Central Llanos Romulo Gallegos, theOpen National University, among others. In 1983 the Libertador Pedagogical University (UPEL) was created,

In addition, in 2003 the Sucre mission arose with the Bolivarian University of Venezuela (UBV), by 2005 there were 37 private universities forming educators which represents a great demand in the race. (Peñalver, 2005). In 2005, the UPEL launched its proposal to create a curricular design according to national and international changes and transformations. In 2009, the Organic Law of Education (LOE) was published in Gazette 5929 with Chapter IV called “Training and Teaching Career”. In 2014, the Training Program of the Teachers of the Venezuelan Magisterium (Araguaney) is created. (Peñalver, 2017)

Likewise, in 2014, the results of the national consultation for educational quality are presented where the following aspects are analyzed: profile of the person who aspires to be a teacher, components of the initial training of teachers, dimensions to exercise the teaching, common axes in teacher training for universities that teach the education career. Currently, the Ministry of Popular Power for Education (MPPE), continues to offer pedagogical training courses, pedagogical congresses, continuous training workshops, diplomas. The National Advanced Training Program is created as free postgraduates distributed throughout the national territory aimed at teachers in exercise.

In this regard, Juárez (2015) exposes the following:

… In the month of July of the year 2014 the creation of the National Research Center to strengthen teacher training, which has 400 headquarters throughout the country (AVN, January 15, 2015). This system includes the Simón Rodríguez micromision that has offered to form 5.600 teachers in the areas of chemistry, physics, biology and mathematics to cover the deficit of teachers in secondary education (P.eleven).

Similarly Peñalver (2017) states the following:

Pedagogical congresses are part, together with pedagogical meetings, pedagogical research and training groups, local and regional centers for teacher research and training and Simón Rodríguez micromision, of the system of research and permanent training of the Venezuelan teaching … ”(P. 40).

The above, demonstrates that historically the Venezuelan State assumes, assumes the work of the teaching status and is concerned with the continuous initial and professional training of the educators in a free way. In the same way, the contribution of a large number of private institutions that have effectively participated in this laudable training work can be highlighted. Therefore, continuing its professional training is a right that every teacher has and is the National Constitution of the Bolivarian Republic of Venezuela (1999), the Education Law, the Regulation of the exercise of the teaching profession among other referred to in the legal basisthat support this research.