Objective: The paper aims at assessing the teaching-learning process outcomes of the Technical University of Machala Basic Education major in times of COVID-19. Methods: The descriptive study follows a quantitative-qualitative paradigm, systematized through hermeneutical methods, statistical and content analysis, and the survey technique. Results: The effectiveness of the virtual learning environment implemented is mediated by endogenous factors, such as organizing content and activities limitations, and exogenous factors such as, the limited technological readiness of tutors, as well as low use cooperative work in virtual classroom tool potentials, and the lack of availability of some students in using technological equipment and Internet connectivity. Conclusions: The researcher arrived at the conclusion that Basic Education major professors need to develop skills in managing virtual environments and active methodologies, and thus take advantage of both, the benefits offered by the platforms selected by the university for the teaching process, and the students’ digital born skills. Likewise, radio and television will be needed to meet the needs of the total number of students.

Objective: In pre-service teacher education, the practicum component may foster the highest level of content integration. The aim of this article is to explore the results that were attained through a study of a cohort of student teachers belonging to Plan D, to explain, on that basis, how this component has been conceived for Plan E in the Foreign Language Teacher Education Program in Villa Clara, Cuba. Methods: Given the nature of the problem that is investigated, a qualitative approach has been adopted (Sampieri, Fernández, & Batista, 2010, pp.10-16). Consequently, the following empirical methods and techniques were applied: a questionnaire, content analysis, focus group, and participant observation. Result: The student teachers value positively their experiences during the practicum, in terms of satisfaction for the results attained, and they acknowledge the role of subjects like Psychology, Pedagogy and General Didactics in preparing them to teach, as well as the work of mentors. In addition, they show opinions about the contextual challenges that they had to face when teaching English at school following communicative language teaching, similar to studies that have been conducted in third world countries around the world. Conclusion: Drawing on the study conducted and theoretical systematization, the following hypothesis has been stated: We believe that future practicum results with Plan E should be qualitatively better, given the practicum curriculum improvement; if the program continues to strengthen logistic conditions, mentors’ preparation and the application of a specific didactics for this component; and if prioritized attention is paid to promoting reflection about contextual school issues, having to do with classroom management.

Objective This article aims at describing the findings of the process of assessment and reflection carried out about the integrative task as an alternative to the degree completion exercise by a focus group formed by professors from the English Department, at the University of Las villas.Methods: The authors rely on methods such as analysis of documents, observations, interviews, analysis of students’ outcomes, analysis-synthesis, inductive-deductive and the focus group technique.Results: The framework and structure of the integrative task described as the degree completion exercise is devised. It embraces the integration of contents, communicative, professional and research abilities, components of the curriculum and includes a written report containing the lesson system, its philosophical, pedagogical, psychological, didactic and linguistic fundamentals; the intervention process in the educative practice, and the viva voce.Conclusions: The integrative task may be an alternative to the degree completion exercise. Most of the systems of lessons submitted by the studied sample corroborated that their authors are able to identify their students’ learning level, organize a didactic arrangement of the corresponding content level, select the best methods and techniques, specify the methodological design in the educational practice and assess the students’ learning. The integrative task presented as a system of lessons by the students leads them to a professional and personal development, as they are able to integrate contents; communicative, professional and research abilities; the components of the curriculum, and the education professional functions.

Objective: This article aims at presenting a pedagogical intervention program for a competency-based education of conflict resolution by teachers’ trainee at the University of Camagüey.Methods: The authoress rely on methods such as the historical-logical, the analysis-synthesis, induction-deduction, documentary analysis and the systemic-structural-functional. Result: The main finding is a program for intervention for conflict resolution. The devised program is based on a pedagogic model that relates subjects’ knowledge, attitudes and experiences. It contributes to the education and performance of teachers’ trainees satisfying social demands.Conclusion: The pedagogical model and the program devised show that competency-based education of conflict resolution requires a contextualized close relation between theoretical, practical-experiential and attitudinal change components. As well as a reflective attitude, self-management, creativity, innovation, and making decisions on the parts of the students.is proposed and the intervention program of the same nature, as a concretion of the theoretical proposal, show that for the formation of the CSCE in the student of the career under investigation, a close relationship is required between the theoretical component, the practical-experiential and attitudinal change, based on its contextualized nature and promoting reflection, decision-making, self-management, creativity and innovation of the student.

Objective: reflect on the inclusion of the body and corporeity in socio-educational contexts for the integral well-being of human beings and society and understand the value of Corporeity Education in the processes of learning and creativity. Method: bibliographic review, critical method with updated database consultation. Results: rethinking contemporary education should be seen as new ways to educate anyone. Educating is a mysterious art that values individuality and human diversity. Education in Latin America and the Global South presents Eurocentric biases associated with The Western Colonialist Epistemology of the Global North (De Sousa Santos, 2015), inhibiting the pedagogies that value the body, corporeity and creativity of communities and territories. The enrichment presented by this pedagogical gaze seeks to build new senses and meanings of the body and on the body that is educated, increasing the sensitivity and listening of those corporeities that have been systematically silenced and omitted (Aguila Soto and López Vargas, 2019). Conclusion: the body and its corporeity is addressed by multiple dimensions and concepts in contemporary education, however, it is essential to revalue its importance in educational practices in order to reduce school segregation (understood as a problem of social and political background in the face of discrimination given by the domination of the hegemonic discourse of the Western Colonialist Epistemology of the Global North), in order to finally promote human development in socio-educational practices from a genuine inclusive approach.

Objective: The paper aims at assessing the role of the discipline related to the preservice professional practice of graduates of Psychology and Pedagogy for educational counseling activity. Methods: The authoresses rely on a qualitative methodology based on systematizing the teaching practice by means of a critical review and the searching of alternatives to face problems in counselling training, as well as examining papers registering professor experiences. Results: The authoresses devise a procedure for assessing counseling skill development. Conclusion: The suggested procedure favor students efficient performance in psychological pedagogical counseling.