Significant pedagogical practices for the systematization of teachers' experiences

The aim of this study is to propose a strategy for the systematization of significant pedagogical experiences in the ‘Escuela de Carabineros Alejandro Gutiérrez’, through the evaluation of good teaching-learning practices, in search of the quality of Police Education. From a methodological point of view, the research is descriptive; participants, teachers of the training center in question; Information collection techniques, document review, and structured in-depth interviews.

A good part of the teachers has knowledge about the work plan or programmatic content in which they should start the planning of the lessons; they use various teaching aids, depending on the subject; In the theory-practice articulation, case studies and visits to Police Units become the best teaching-learning strategy; The promotion and implementation of play and competition as a creative teaching method is highlighted.

More than half of the teachers are familiar with the police pedagogical model, which is constructivist; They affirm the importance of continuing, strengthening or improving classroom practice, which allows for significant pedagogical experiences to improve and apply new teaching-learning strategies. They propose to continue and reactivate the use of established scenarios such as simulators, thus making practice the fundamental basis of training.