Percepción de los docentes sobre el rol que desempeñan para fomentar la participación estudiantil

Abstract

Student participation, also studied under the term "student voice," is a key aspect in the teaching and learning process. However, participation is often conditioned by traditional teaching practices that limit students' ways of thinking and acting. Due to this reason, the present graduation thesis aimed to understand the perceptions that Secondary Basic Education teachers from two public schools in Cuenca have regarding the role they play in promoting student participation. To achieve this objective, a qualitative methodological approach with a phenomenological approach was used, and a semi-structured interview was conducted with eleven teachers. The results obtained reveal that participation is a fundamental element for teachers, as it provides them with the opportunity to perceive the level of motivation and involvement of the students. Additionally, it is highlighted that the teacher's role is to encourage participation through strategies of empathetic, understanding, and positive communication. However, according to the interviewed teachers, there are also barriers that limit active participation. Therefore, it is concluded that participation implies giving a leading role to the students, for which teachers must offer strategies that promote this role.