From Students to Teachers: The Impact of University Learning on the Teaching Practice

Abstract

This article addresses the implementation of the National Education Strategy specifically Axis 1: "Education for Life" which focuses on fostering the continuous development of capabilities, skills, and values ​​for holistic personal growth, professional preparation, and other areas of life. The study aims to describe the learning strategies employed in the Physics-Mathematics program at Bluefields Indian & Caribbean University, as well as how graduates apply these strategies in their work as secondary school physics or mathematics teachers. The qualitative study applied interviews, surveys, and observation guides to a sample of 27 people. Both in the university program and in the secondary school setting strategies such as project-based learning, case studies, presentations, practical activities, and the development of information and telecommunication tools are implemented. Notably, graduates apply only 60 % of what they learned during their teacher training in their actual teaching practice. Key strengths identified include the faculty's experience and academic qualifications, the use of learning strategies based on solving contextualized problems, and the ability to explain course content in two or more languages. Limitations: limited proficiency in interactive and collaborative virtual and technological tools, a lack of instructional resources, and a certain level of resistance to change. It is concluded that, although the Educational Strategy's objective is met, teachers need to be trained in the use of virtual platforms featuring interactive and collaborative tools, as this is a key requirement of the labor market.