Didactic Strategy for the Use of Virtual Itineraries in the Training of Graduates in Education. Geography

Abstract

The training of teachers has always been a necessity of the planet aligned to the space and time where this process takes place. Future training of graduates in education, Geography who study geographic space need novel ways to appropriate these contexts and knowledge. The objective of this research was to propose a didactic strategy with the use of virtual didactic itineraries, in the teaching-learning process for the training of education, Geography in the first year of the career: Bachelor of Education. Geography, through the subject Introduction to Labor Practice, which contributed to deepen the knowledge about different landscapes and at the same time developed professional skills related to the study of the landscape. For the development of the research, information collection methods were used (participatory observation, document review, interview, expert criteria) and information processing methods (analysis – synthesis, inductive-demonstrative, logical history, descriptive statistics, modeling and analysis). The methods allowed to determine the needs of the students from the cognitive, educational and procedural point of view, regarding the teaching-learning process. The didactic strategy was implemented in practice, achieving very satisfactory results from the 2019-2022 academic years. It allows contributing to the development of professional pedagogical skills while deepening the knowledge of different landscapes in the students of the Degree in Education. Geography of the Faculty of Secondary Education of the Central University “Marta Abreu” of Las Villas, Villa Clara, Cuba.