Formación docente y su relación en la calidad del aprendizaje, escuela de educación básica “Eva Esperanza Batallas de Falquez”, Pasaje, 2024 - 2025

Abstract

This research was guided by the search for up-to-date information on teacher training, which requires that teacher training respond to existing changes in the education system. Through didactic innovation, teachers can strengthen their competencies and improve teaching and learning processes. The purpose of this research is to determine how teacher training relates to the quality of learning at the "Eva Esperanza Batallas de Falquez" Elementary School, Pasaje, 2024–2025.This study is conducted using a qualitative-quantitative methodology at the explanatory level, since it establishes a cause-effect relationship between the dependent variable (learning quality) and the independent variable (teacher training). It is descriptive, since it details the situation of the phenomenon under investigation, and it is proactive, since the proposal seeks to implement a methodological strategy. The research method was documentary, as it included a review of scientific articles from indexed journals and field studies, focusing on the application of research instruments. The research was conducted at the Eva Esperanza Batallas de Falquez Elementary School. In addition, several research instruments were used, with surveys conducted with 23 teachers and interviews with three principals. The entire sample was covered.The results obtained allow us to conclude that the level of teacher training is limited because they lack basic knowledge and lack the use of active and innovative methodologies, which impacts student learning. Given this, a possible solution to the aforementioned problem is proposed: "Train teachers through a workshop-seminar on didactic innovation to improve the quality of learning at the Eva Esperanza Batallas de Falquez Elementary School."Teacher professional development focuses not only on transmitting knowledge but also on strengthening their pedagogical, emotional, and social skills. Research shows that teacher training has a direct impact on improving teacher performance and, consequently, on the quality of learning for learners.