TRAINING OF URACCAN TEACHERS IN THE AREA OF NATURAL RESOURCES

Abstract

The training of URACCAN teachers in the area of Natural Resources (ARENA) was addressed, based on their professional profile and practice of different teaching strategies in the classroom. This area has 43 teachers, including: full-time, part-time and the coordinator of the area. The ethnic composition corresponds to 70% from the Mestizo group, followed by Creole with 23%; Ulwa, Garifuna and Miskitu with 2%, respectively. From the teachers, 58% are in the process of pedagogical training and 42% of them haven’t initiated specialized studies. The research was qualitative with an ethno-methodological approach, corresponding both to the participation of teachers, as well of students and the academic authorities. Interviews, focus groups and direct observation in the classroom were developed. Related to the pedagogical practice is important to mention that the “depository” pedagogy predominates. Among the factors that have influenced teaching practices we can mention the abuse of the term "academic freedom" and limited "participative support", to ensure the compliance of URACCAN Pedagogical Model. The above results and the analysis of the internal rules and regulations of the University are leaded to propose initiatives to design a teacher training and professionalization plan.