2 BBA Degree Programs in Guadalajara Mexico

The learning-centered approach implies a new way of thinking and developing training and professional practice carried out by a teacher. It questions the paradigm centered on repetitive teaching, of transmissive-receptive cut that prioritizes the acquisition of declarative, inert, and decontextualized. This proposal has as its main reference the constructivist conception and sociocultural learning and teaching, according to which learning consists of an active and conscious that its purpose is the construction of meanings and the attribution of meaning to the contents and experiences on the part of the learner. This approach consists of an intellectual act but at the same time social, affective, and interaction within a community of sociocultural practices. The learning process takes place thanks to the actions of pedagogical mediation that involve a coordinated activity of intention-action-reflection between the students and the teacher, around a diversity of objects of knowledge and with the intervention of certain languages ​​and instruments. Furthermore, it occurs in specific socio-cultural and historical contexts, from which it cannot be abstracted, that is, it has a situated character.

The design of the Curriculum is based on the most recent trends in teacher training; for him the level at which they will teach, the domain of History and its didactics are emphasized and deepened from various theoretical-methodological perspectives that are the object of teaching in the education and those that explain the educational process; in the challenges faced by teacher training in Schools Normal, as institutions of higher education; in the nature and development of practices current and emerging pedagogical programs, given the new problems that the teacher faces as a result of the multiple social, cultural, economic, technological, and educational changes that our society and have a notable impact on the educational service, on the institutions, and on the education professionals. Likewise, it is sustained in the normative and pedagogical frameworks established in the Educational Model for compulsory education. Thus, the incorporation of socio-emotional education, emphasis on training processes with inclusion and equity, the use of technologies in a transversal way to create diverse learning environments, will reduce the gaps between teacher training in the Normal School and its professional development in compulsory education.