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Teacher training is directly related to the quality of the educational process. In recent years, the contributions of pedagogical support have begun to be valued as an important element to improve students' skills. The objective of this study is to measure the effectiveness of a system of pedagogical support actions through the improvement of three key competencies: reading, mathematics, and socio-emotional in sixth grade students of the “Zoila Ugarte de Landívar” General Basic School, in Ecuador. A quasi-experimental study was carried out for four months, in which two groups were worked, one experimental and one control, with 52 students from the school under study. After performing a repeated measures ANOVA, the results show a significant effect of the intervention between the experimental and control groups on reading competence, mathematical competence and attitude towards studying (socio-emotional competence). These discoveries suggest the importance of pedagogical support in schools, with an impact on educational policies, teacher training and school activities. [ABSTRACT FROM AUTHOR]

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Copyright of Sophia, Colección de Filosofía de la Educación is the property of Universidad Politecnica Salesiana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GIST: Education & Learning Research Journal is the property of Institucion Universitaria Colombo Americana (UNICA) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The following article starts from a conceptual approach that uses as references the perspective of Fraser and Honneth; Martín et al.; Murillo and Castilla and Escudero, among other authors that have researched around subjects related to justice and social inclusion. In order to interpret them from the Ecuadorian frame from a teaching formation experience offered by the Nacional University of Education (UNAE) initially in agreement with the Ecuador's Ministry of Education (MINEDUC) and subsequently with the Technical Secretary of the Amazonian Special Territorial Circumscription (STCTEA), taking place in the nine provinces correspondent to the different administrative areas from the 2016-2019 period. Afterwards, data bases, pedagogical and governmental, were reviewed to interpret and analyze the information concerning the formation and education access for vulnerable groups that require pedagogical professionalization. From a revindication gaze towards the justice and social inclusion in the frame of access and permanence politics for vulnerable groups to the Ecuadorian educational system, the necessity of this study was defined according to its objective of characterize the participant population in the project Néopass@ction©: a cooperate experience of video-formation for the pedagogical professionalization in Ecuador, linking the following variables: ethnic, genre and age self-definition, according to the requirement of pedagogical formation at the national level and the coverage bring trough the distance education modality. [ABSTRACT FROM AUTHOR]

The present work deals with a very topical issue facing the demands that Ecuador poses to the university: increase its contribution to socioeconomic change with social justice and equal opportunities and promote a sustainable development project, for this it is necessary to strengthen the function teacher in this institution, which points directly to the continuous improvement and updating of the university teaching staff. The training of these teachers requires a substantial change in the programs and methods in the different stages of their long professional life, in order to promote the development of their professional awareness in Didactics of Higher Education. The situation of the State Technical University of Quevedo is presented, which has provoked the search of new methodological ways to achieve the required purposes, this is how a proposal is elaborated consisting of a method for the development of a didactic culture in the teachers that facilitate and facilitate a university didactic management of excellence. [ABSTRACT FROM AUTHOR]