Teacher training system as an agent of change for human development: Case of Honduras

Abstract

In this article the results of research conducted to teachers working in primary and secondary levels of the Honduran education system in urban and rural areas during 2015 are discussed The purpose of the study was to assess the system of initial teacher education and continuing in an articulated manner with scientifc elements that contribute to knowledge and decision making. The work emphasized: Initial Teacher Education and Lifelong System, the Teacher as a change agent, Human Development Teory; all these aspects into categories of analysis used to support the substantive relationship between the system of teacher training and development theory.

The empirical verification was obtained by teachers in the departments of Honduras: Choluteca, Francisco Morazán, Lempira, Intibucá, Cortes, La Paz, Yoro. The purposive sample is one hundred and seven teachers. In the work field they helped university students in collaboration with the PhD in Human Development Management in Social Sciences of Universidad Nacional Autónoma de Honduras and teachers of the decentralized level.

We found that teacher training system (SINAFOD) should aim to shape the national training plan changes, taking a thread to identify teachers' identity as a facilitator in their teaching practices that contribute to human development in their abilities; this stratification articulated training for novice, intermediate and experienced teachers; in order to plan monitoring and evaluation of their performance, based on curricular and heartfelt system areas and the context of educational reality latent. In addition, the education authorities exposed on the table for discussion and reflection this subject, in order to make better decisions thereon. In this sense, the study used as a methodological tool quantitative and quantitative techniques such as online questionnaire survey, interviews with researchers in education, which contain a number of academic data. A comprehensive review of theoretical papers and public documents of the Ministry of Education, among others (SE) was also performed.

Conocimiento Educactivo, Vol. 3, 2016: 69-90