IMPACT OF TEACHING METHODOLOGIES USED BY HISTORY AND TEACHING INTERNS STUDENTS AT INSTITUTO SUPERIOR POLITECNICO SOL NASCENTE, HUAMBO

Abstract

The purpose of this scientific article is to analyze the impact of teaching methodologies used by student interns in the 4th year of the History and Didactics course at Instituto Superior Politécnico Sol Nascente during the supervised internship. This work is the result of the systematic evaluation process carried out alongside the pedagogical supervision activities carried out in different schools where they worked, through observations of classes taught throughout the first Semester of the 2023/2024 academic year. This is a descriptive study of a mixed nature, whose data collection techniques were based on systematic controlled observation, bibliographic analysis and open interviews with intern students. As a result, it was diagnosed that intern students make little use of new contemporary psycho-pedagogical trends for the teaching-learning of the History discipline, due to lack of knowledge about them, lack of innovation and pedagogical overcoming, lack of means of teaching, little time available and the lack of conditions in the classroom. Therefore, the interrogative method was the most used by the interns, and consequently they consider it as active. In forms of solution, clarification was provided on how to use active methodologies in History classes. This allowed greater student involvement, due to the formulation of provocative questions by the teacher, integrative and participatory activities through group work, use of gamification, dramatizations, narratives, video classes, film screenings, pictures, comics, flipped classes , micro-learning, problem-based classes, among other teaching methodologies.