Objective: To examine the theoretical assumptions that enable teachers to understand and implement procedures to assess students communication skills based on Common European Framework of Reference for Languages as viewed in Spanish as a Foreign Language (ELE) courses at the University of Oriente in Santiago de Cuba. Methods: The researchers used a hermeneutic-dialectical approach that allows the identification and interpretation of contradictions arising among teachers when assessing the communicative competence of non-Spanish speakers’ student, which affects the teaching-learning process of Spanish as a foreign language. Results: Description of a logic set of references for the evaluation of communicative competence in the ELE courses of the University of Oriente. Conclusions: The methodological guidelines for the integral practice of evaluation in Spanish as foreign language courses demand a reflexive, critical and integrating didactic action on the part of the teacher, focused on communicative skills corresponding to students’ mastery level of foreign language

Objective: This article offers a training strategy, in order to contribute to the development and evaluation of discursive competence. Methods: For this, the diagnosis of the current situation of the same in the university was started. After determining the main deficiencies, the instrument was organized in four stages, which included necessary subjects for the teachers of the year groups of each race. The proposal was validated by experts, who considered it necessary for the training of teachers. Result: A discourse developmental strategy is described. The strategy is based on a comprehensive approach and focused on procedural training. Conclusion: The development and evaluation of the discursive competence supposes the attachment to theoretical assumptions related to the activity of the teacher and the student, the integrated approach and the mastery of procedures for its development.

Objective: The paper aims at studying high school Mathematics teachers’ continuous education process in the Dominican Republic, on the basis of in-service training activities. Methods: The study starts with the construction of a theoretical framework enabling to devise an in-service training course Results: A training course for high school mathematic teachers is devised. The course is structured into five stages (sensitizing, identifying formative needs, planning and organizing, execution, and evaluation). Conclusions: Training in context favors continuous education of the teachers’ staff while teaching.

Objective: The objective is to offer the analysis of the use of mathematical assistants in the teaching-learning process of Mathematics in engineering majors in general and in the University of Camagüey in particular. Methods: A literature review on the current state of the use of mathematical assistants in the teaching-learning process of Mathematics at the university level, in particular in engineering careers, was conducted. A survey was carried out with the elements obtained from the bibliographic review and applied to professors of Mathematics of engineering majors at the University of Camagüey. The answers were processed by qualitative and quantitative methods. Results: The interviews showed that the mathematical software is used by these professors in a similar way to that found in the bibliographic study: prevailing each professor s approach, taking into account some advantages, and obviating disadvantages, according to their professional experience and the knowledge that each one has of the mathematical software. Conclusions: These results confirm the hypothesis advanced on the basis of the theoretical framework with respect to the necessity of implementing an effective methodology for the use of the mathematical software in the Mathematics teaching-learning process in engineering careers.

Objective: The study aims at identifying strengthens and weakness of professors performance at Basic Education and Initial Education majors at the University of Machala in Ecuador, as viewed by the students. Methods: The author follows quantitative-qualitative paradigm using hermeneutic, phenomenological, analytic-synthetic and statistical methods; hermeneutic procedures were followed for constructing the theoretical framework and together with analytic and synthetic procedures to devise the general plan of the research. The phenomenological method facilitated the interpretation of the approaches and the students beliefs. The statistics were used in planning, gathering, processing collected data by means of questionnaires and the in-depth interviews were given to 216 students of these majors. Results: The findings showed that the professors staff is characterized by understanding capacity, flexibility, and punctuality, as well as limitation in managing professor-students’ relations, didactics and ICT assistance to learning. Conclusions: From the students perspective, professors performance at the Technical University of Machala is characterized by strong and weak points as described in this study.

Objective: the perception of the risk of the population of the head town of the province that has not been affected by this natural event and its contribution to the community education of the population in the prevention of the negative consequences of this disaster is evaluated. Methods: a questionnaire with 23 questions was given to a random and stratified sample of 153 people, out of these question, 10 questions were open. The perception of risk is assessed through the scales of total vulnerability and socio-economic vulnerability. The pertinent statistical tests were applied according to the variables to be surveyed. Result: Low perception of risk in a scenario of high risk and vulnerability. The positive features of risk perception are: recognition of the governments concern and confidence in its management and the correct meanings about earthquakes and negatives: no recognition of danger, ignorance of negative practices before, during and after the earthquake and measures of protection and the low recognition of the probability, danger and affectations of the earthquakes, as well as a proposal capacity almost null. There are no significant differences in the perception of risk in terms of sociodemographic variables except the Popular Council of residence. Conclusion: The average-to-low perception of the population is given by the lack of lived experiences in giving adequate response to a seismic event, with differences from one district to another, and without differences in the rest of the sociodemographic variables, so that it requires developing community environmental education to face these natural hazards within the framework of community management for disaster risk reduction.

Objective: This paper aims at assessing the present stage of development of the academic management competence in Colombian High School teachers of physical education. Methods: The researcher starts by constructing a framework of reference for assessing the present stage of development of teachers’ management competence. Likewise, together teaching performance supervision, surveys, pedagogical tests, interviews and inventory of necessities felt were given to nine teachers of physical education at the schools Rodrigo de Triana and Nicolás Guerra, of the town of Kennedy in Bogotá Results: The main finding is a description of Colombian High School teachers of physical education stage of development of the management of academic competence for the teaching of sports. Conclusion: The assessment of the present stage of development of the academic management competence, in a sample of Colombian High School teachers of physical education shows the limitations in the cognitive and procedural spheres related to professional competence and attitude.

Objective: This paper aims at exploring University of Camaguey students’ life projects in connection with their professional. Methods: The authors relied on a case study method, interviews and observation, as well as techniques such ten desires, completing phrases and focal group, together with theoretical procedures such as induction-deduction and analysis-synthesis. Results: The study reveals an inadequate relation between life project’s configuration and the training process, insufficient theoretical and methodological limitations to enhance both of this processes. Conclusions: Closely tied to social representations and beliefs, University of Camagüey students’ life projects are still poorly structured, pursue conflicting goals, showing an inadequate relation to reality from the perspective of the formative process.

Objective: This article aims at exploring various conceptual approaches to the mode of action and its components, to establish their generalities, limits and analytical differences of each approach, the intention of this theoretical reconstruction is to have epistemological clarity allowing a deeper of the analysis of professional activity. Methods: Both documentary analysis and modeling were used. The former aim at the appraising previous conceptual definitions, the latter to set the components of the mode of action. Results: The main finding is the analysis of the conceptualization of the mode of action of the professional and its components as a way to deepen knowledge of professional activity. Conclusion: The concept of mode of action as general methods of the profession makes it possible to structure the activity of the professional and to distinguish, the modes of action, the forms, the qualities of action of said professional

This document presents an excerpt from the conference read at the Comahue VI Conference of Psychopedagogy: Learning in Infancy, Adolescence, and Youth. Practices, interventions, and production of knowledge, organized by the National University of Comahue. May 17, 2019, Argentina. Objective: The research analyzes the configurations of the territory and the domain of Psychopedagogy. The text deals with the structure and the field of knowledge, the framing systems, the levels of the paradigmatic organization and academic formalization of the psychopedagogical field. Methods: The methodology used refers to the review of the literature on the topic addressed, the search was focused on scientific research, these works were located in the digital, bibliographic, static, SCIELO, PROQUEST, REDALYC and EBSCO and specialized electronic libraries in Latin America and Europe. Result: The configuration operations of the knowledge structure of Psychopedagogy raises multiple ways of knowing, consecrate an open theoretical and methodological structure, configured through multiple types of relationships, that can be analyzed through the metaphor of universe-mosaic. The singularity and specificity of domain follows the logic of chaosmosis, gives way to a dynamic terrain, specifically, morphodynamic, manifesting a multi-linear and heterogeneous nature, crossed by a non-linear multiplicity of relationships between each of the elements that converge and guarantee the functioning of your domain. The new production arises from indeterminate spaces, from what has been termed as work at the intersections of the disciplines.

Objective: The paper aims at analyzing and characterizing teacher trainees beliefs about the teaching of history at high school. Method: Following a qualitative methodology, a questionnaire eliciting history teacher trainee freshmen was used. The questionnaire was structured in two sections: the first based on statements about the teaching of history and the second with open questions about their experiences and purposes of teaching history at the school level. Results: The results show that the teacher trainees beliefs are heterogeneous, diverse and in some cases contradictory. Conclusions: The researcher arrived at the conclusion that knowing teacher trainees beliefs is important for assessing teaching practices and improving the teaching of history by bettering teaching trainee.

Objective: The paper aims at devising teaching resources for teachers’ guidance of adolescents’ study activity. Method: Following a system approach the authors starts by constructing a theoretical framework to lead study activity self-control in Mathematics learning. Survey and lesson supervising were used to assess the introduction of the devised teaching resources. Results: The main finding is the proposal of teaching resources for leading self-regulation of the learning activity. Conclusions: The self-regulation of the Mathematics learning activity, as a non-spontaneous process, should be figured out during lesson planning on the basis of study activity guidance and control, corresponding to the teaching objective and the learning goals previously set, stimulating self-reflection, self-assessment, self-observation, and self-control.