Training strategies to improve problem-solving competence among secondary education teachers
DOI:
https://doi.org/10.62452/0d2a7z12Keywords:
Continuing education, didactic management, problem solvingAbstract
The study analyzes the impact of continuous training on improving problem-solving competence in secondary education teachers from District 02-05. A mixed-methods research approach was applied, with a descriptive and explanatory design, using surveys, interviews, and observations to assess teacher training and its impact on didactic management. The study included secondary school teachers with more than three years of experience and pedagogical coordinators, excluding those without direct involvement in teaching problem-solving. The results reveal that 80% of teachers lack specific training, 60% continue using traditional methodologies, and only 35% implement active strategies. It is concluded that it is essential to implement continuous training programs based on innovative methodologies, the use of technology, and metacognition, aiming to strengthen problem-solving teaching and improve teacher performance.
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