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The study of the language is the focus of the Linguistic Studies discipline and is a necessity in the Degree in Spanish-Literature Education. The objective of this article is to propose a didactic strategy that bases the Teaching-Learning Process of the Linguistic Studies discipline from a professional perspective, in the Spanish-Literature career. For its elaboration, theoretical methods were used, such as the historical method; logical methods such as hypothetical-deductive, systemic and structural-functional together with modeling. As procedures of the theoretical methods, analysis and synthesis and induction and deduction were used; empirical methods such as documentary analysis and classroom observation; techniques such as the interview and the survey and the procedure of the scales was used, which allowed verifying the initial state of said process. The search for information on the subject showed that professionalization in this career has not been treated sufficiently; Limitations are evident from the didactics of the Linguistic Studies discipline in the treatment of the didactic components and in the learning of the students, in terms of the lack of content related to language as a system with a professional approach. The results achieved show levels of transformation that demonstrate that the strategy contributes to the linguistic training of students.

The professionalization process, based on the training and development of ways of acting professionally from initial or undergraduate training, is currently considered a core aspect to guarantee the success of employability skills; Therefore, in the world of work, the conception that productivity depends, to a large extent, on having a work force that is professionally competent is becoming more frequent. However, in the management that is done from the undergraduate level, in this formative process, the instructive from a traditional didactics is frequently hyperbolized, with a predominance of a teaching-educational process that does not sufficiently promote the formation and development of ways of professional action that provide the university student with tools that allow them to insert themselves in a creative and socially responsible way in the workplace. It constitutes the main objective of this work: to assess the pedagogical and didactic foundations that should characterize the process of professionalization in students during undergraduate, and the need to develop a developer didactics in this process. The dialectical-materialist method was used, becoming the methodological platform on which the investigation was erected. The main results are focused on providing pedagogical and didactic foundations that characterize this process of professionalization and a developer didactics during undergraduate training. Thus, the professionalization process in the initial training stage acquires an essential meaning because it lays the foundations for learning the profession as a starting point for future performance.

The Technological University of Havana declares in its mission the contribution to the sustainable development of society from the integral formation of professionals of excellence -engineers and architects- committed to the Socialist Homeland. The different careers offered in it contain in their base curriculum the Defense Preparation discipline, whose design foresees the response to social demands, based on the theoretical basis and professional practice. Its implementation, taking into account the particularities of the careers, demanded the study that aims to identify the regularities and procedures for the work of the discipline group, based on the professionalization of the teaching-learning process in the training of engineers and architects. From the dialectical-materialist conception, methods of the theoretical and empirical level and techniques were combined, such as the analytical-synthetic, document analysis, interview, pedagogical observation, discussion and review workshop, Concordance coefficient and methodological triangulation. As a result, the qualities of the professionalization concept were identified, as well as the regularities for its implementation, and the discipline preparation for the defense and its group were characterized.

The professionalization of teachers is a requirement that comes from social development, guarantees quality in professional performance, and is expressed because of continuous training, in turn, favors in their training, the development of a solid knowledge system, of intellectual and professional skills. This paper offers a characterization of the teaching of the History of Cuba for the professionalization of future graduates of the Degree in Primary Education, at the Hermanos Saíz Montes de Oca University and a proposal of didactic actions to transform the state current from the analysis of the main manifestations of the process of teacher professionalization. Historical-logical methods, documentary analysis and survey were used. In practice, it was shown that its application favors the learning of students in the specific historical content, and encourages the approach to the development of interests and professional skills. The implementation of the scientific proposal offers a series of demonstrative results that it is possible and necessary to route the path of skills development in these future education professionals, in turn, seeks to stimulate reflection on the subject in other cloisters and Primary teacher training contexts.

Introduction: the process of professionalization of the teacher is a subject of contemporary conjuncture, which is debated and investigated by researchers from dissimilar edges. Objective: to contribute to the professionalization process of qualified teachers of Technical and Vocational Education through a pedagogical strategy. Materials and methods: The materialist dialectic is used as a general method, allowing the study of the object as a process, the determination of its components, as well as its contradictions. theoretical methods: the historical and logical to delve into the regularities and qualities of reality in the polytechnic centers. Essential empirical methods were used: the documentary analysis that included the professional model; study plans, to obtain authentic and reliable information for research, interviews with students with the purpose of analyzing the manifestations of the professionalization process of the students and the direction of the process by the teachers, the observation of teaching activities allowed to diagnose the object , the demonstration of the problem, as well as the results of the practice of the strategy to be implemented. Results: a pedagogical strategy is designed and implemented to perfect the competent professional performance modes in the qualified professors. Conclusions: it contributed to the improvement of the professionalization process in favor of the competent professional modes of action.

The professionalization of the university teacher is considered one of the great challenges of Higher Education and is the basis for the solution of other major problems raised in the current university. This article aims to assess theoretical and practical positions on the professionalization of university teachers in Cuba and other universities in Latin America. It presents a conceptualization on this question and gives an overview of its status in Cuba and some universities in Latin America, which is a product of the consultation and analysis of multiple bibliographic sources, printed or inserted in websites. The investigation allowed to conclude that the professionalization of the teacher is assumed as a process that takes place from initial and postgraduate training, in community and business contexts; it is generally addressed by universities in some countries of the region, even though the projections for achieving it are insufficient.

The following article studies the professionalization of the English teaching- learning process in the students of the Agronomy specialty in the Polytechnic Center Pedro Concepción Tamargo in Consolacion del Sur. In the English teaching-learning process mentioned before we have been found limitations among the students to communicate and to process orally and written information in the English language as well as the use of English language for the development of the skills that compose the group of procedures, tecnics and strategies they should use to solve professional problems related with their professional life. That is why the author proposes as objective to elaborate a didactical strategy to professionalize the English teaching- learning process in the students of the Agronomy specialty in the Polytechnic Center Pedro Concepción Tamargo in Consolacion del Sur. The use of scientific investigation methods, with the use of methods of theoretical and empirical levels, and statistical techniques allows, since the results obtained, to elaborate a didactical strategy characterized by its systematic and general foundations. It fixes to a structure previously assumed by the scientific society and among its characteristic we can mention that it is flexible, different, contextualized, regulative and it is given by three fundamental stages that go through the actions planning, the procedures for its implementation and its corresponding evaluation.

The professionalization of contents in the teaching-learning process becomes a challenge for the educational agencies, on behalf of improving the professional quality of the professional formation of medium level in professional and technical. The article has as aim the systematization of the theoretical considerations of the process of professionalization of Physics, the appropriation of the content in the teaching of mid-level technician in Agronomy. The systematizing of research outcomes related to the topic, and the documentary analysis made, allowed to reveal the historical antecedents of the professional formation in the aforementioned educational level; in addition to the conceptualization of the formative teaching-learning process in the Technical and Professional Education, and the professionalization and appropriation of contents of Physics. This training process has a didactic base that favors the appropriation of contents in the students and gives response to the educational and social current requirements.

At present time, the process of professionalization is considered as one of the highest goals in the university studies and it is the base of solutions of other big problems stated by the present university. However, there is a tendency from the hyperbole of this process as a phenomenon of post graduated education. This excludes and diminishes the value in the university formation, moment where the bases of identity as professionals are created. The article deals with role and placement as a whole and its harmonic relationship between initial and permanent formation, the content of this article constitutes the scientific problem of the research and it brings about the methodological bases to contribute to its solution.

The professionalization o f the university professor, is considered one of the great challenges of higher education and is the basis for the solution of other major problems with the current University. The effective strategic direction of this process at the institutional level an d harmonious relationship with the evaluation of the University, is the scientific problem that this article suggests its theoretical results contribute to their solution.