La enseñanza y aprendizaje de los valores en transición a través del trazo, el juego y la lectura.

Abstract

This report is based on publicizing the methodology and the different strategies implemented during the integral practice process, where one of its objectives was to incorporate each of the knowledge acquired during the professional training process, in the same way strengthen and develop skills in the teacher in training to face the different contexts, student learning styles and experience in a meaningful way the teaching work. The realization of the integral practice was carried out through the phases of design, execution and evaluation of a proposal that framed the interventions inside and outside the classroom. The context is represented by students of the Transition C degree of the Santa Lucia Educational Institute of the city of Cartagena. Some techniques used for data collection were participant observation and pedagogical intervention. The instruments that were implemented including the assessment or diagnostic test, the planning and the field diaries. Among the reflections as a teacher in training I can highlight that the classroom projects are great orientators of the students' learning process and much more if we aim to stimulate the game and strengthen the values that will allow them to live in harmony with themselves and with the context. It concludes: a) The classroom project as a facilitator of new learning strategies and environments and b) Pedagogical practices help build the foundations to be better teachers.