Socioeducational Observations in Evaluation of Distance Education in the Pedagogic Thought of the Teachers Education for Present Synergy

This paper reports a evaluation study of the effect of involvement in Socioeducational observations for distance education on the way that teachers think about their own pedagogic practice education. The study involved a comparison of two groups from the same regions; the first group comprised teachers who were enrolled in distance education programmes in higher education, and the second group of teachers who had not had any university education. The study sought to detect differences between these two groups in the way they thought about pedagogy, and how, as a result, they confronted their own pedagogic practice education for present synergy.