Estrategia metodológica para la implementación de metodologías activas de aprendizaje sustentada en la percepción docente

Abstract

The transformation of traditional practices toward participatory approaches constitutes a challenge in contem porary education, where active methodologies are presented as an alternative to improve learning and student motivation. However, their implementation depends largely on teacher perceptions and training. This study aimed to design a methodological strategy to strengthen the application of active methodologies based on tea cher perceptions at the La Inmaculada Educational Unit, Ecuador. A mixed, descriptive, and cross-sectional approach was used, with the participation of 50 elementary school teachers, who were administered a validated questionnaire that combined Likert-type and open-ended questions. The analysis included statistical techni ques for quantitative data and thematic coding for qualitative information. The results show that most teachers have intermediate knowledge and training in active methodologies, recognize their usefulness in stimulating student participation, and value their innovative nature. However, they also identify limitations related to time, resources, and institutional support. It is concluded that teacher perception is key to the sustainable adoption of active methodologies, which requires institutional policies and actions that ensure ongoing training and ade quate conditions for pedagogical innovation.