Teaching assistantships: Substantive process to develop basic and professional skills of UNAE teachers

Abstract

The present investigation is part of the teaching assistantship as substantive processes to develop basic and professional competences of teachers of the National University of Education of Ecuador; Hence, the objective is framed in systematizing experiences around the analysis of their development and execution in the Basic Education and Initial Education careers. The method used was descriptive, with a qualitative approach; the main results are framed in three components: formation of communication skills; pedagogical and curricular training; and vocational training for life. Each component describes how the basic and professional skills were acquired by the student who participated in the teaching assistantships, as well as the guidance and supervision of the teaching staff. It is concluded that the teaching assistantships enable students to improve their professional training from theorizing the practice they experienced during the execution of the various teaching activities with the guidance and mentoring of the professor of the chair in which they participate.