El binomio ciencia-tecnología en la formación continua de docentes egresados de escuelas pedagógicas (Original)

Abstract

The historical systematization of the continuing education of teachers who graduated from Pedagogical Schools in Cuba, divided into three periods (2010–2015, 2016–2021, and 2022–2025) from the Science, Technology and Society approach, is the objective of the following research, which undertook the task of systematizing the history of continuing education for graduates of Pedagogical Schools in Cuba from 2010 to 2025. This research is developed under a general dialectical materialist methodological framework, employing theoretical and empirical research methods that allow for the selection of qualitative and quantitative elements favoring the resolution of the proposed objective from the Technology and Society perspective. Therefore, the conclusions recognize that this education not only responds to professional development needs but also reflects the tensions and possibilities of the educational system as a whole. The analysis of the stages that continuing education for graduates of Pedagogical Schools has undergone constitutes an essential element for educational institutions and their teachers, as it enables the successful development of the processes carried out within them and contributes to a more comprehensive education in terms of analyzing and understanding problems. Progress has been made in consolidating training models, incorporating technologies, and strengthening the social role of teachers, although further systematization, territorial equity, and rigorous evaluation are still required to achieve the objectives set out in the graduate's profile.