The Pedagogical Model as A Guiding Framework for Reflective Teaching Practice

Objective: This study aims to evaluate the contribution of pedagogical models to reflective teaching practice. Theoretical Framework: The research is grounded in the theoretical construct of the pedagogical model and its classification according to the authors Rafael Flórez Ochoa, Julián de Zubiría, and Alexander Ortiz Ocaña. It also incorporates key definitions of pedagogical practice provided by Zuluaga, Valverde, and Marroquín. Methodology: The study is framed within a qualitative-interpretative paradigm, with a hermeneutic approach and an evaluative-comparative research design. Data collection techniques included semi-structured interviews, classroom observation, and document analysis. The main sources of information were teachers, students, and the Institutional Educational Project (PEI) document. Results and Discussion: The findings reveal the absence of a clearly defined and structured pedagogical model within the PEI. As a result, teachers hold diverse interpretations of pedagogical practice, which leads to a lack of alignment between pedagogical actions and the institution’s educational vision. Research Implications: The study highlights the need to establish a coherent and structured pedagogical model that effectively guides the teaching practices of all educators. This should be achieved through the systematic implementation of methodologies, strategies, and pedagogical resources aimed at fostering meaningful and holistic learning among students. Originality/Value: This research offers a comprehensive description of pedagogical practices from both theoretical and practical perspectives, based on the views of various educational stakeholders. Moreover, it proposes a novel research approach that proves to be well-suited for qualitative studies in the field of education.