TY - JOUR AU - Herrera-Pavo, Miguel Ángel AU - Espinosa-Rodríguez, José Daniel AU - Orellana-Navarrete, Ana Verónica AU - Espinoza-Weaver, Yadhira AU - Valencia, Víctor H. PY - 2022/05/18 Y2 - 2024/03/29 TI - Teacher willingness to adopt a constructivist and critical pedagogical model in Ecuador JF - Religación JA - rgn VL - 7 IS - 32 SE - South-South DO - 10.46652/rgn.v7i32.908 UR - https://revista.religacion.com/index.php/religacion/article/view/908 SP - e210908 AB - This work identifies the strengths and weaknesses of Ecuadorian public teaching regarding implementing a pedagogical model. A questionnaire was applied that explored the teaching practices related to the conception, planning, development, and evaluation of teaching and learning in public educational institutions from a socio-constructivist and critical model. After validating the content by a panel of experts and the piloting of the instrument, the questionnaire was applied to a representative sample of public primary and secondary teachers, who classified the pedagogical practices according to their preferences. These ranked data were treated using multidimensional analysis, cluster analysis, and an insertion classification rank model. The results show the disposition towards the design and development of teaching and learning activities based on inquiry, flexible and open proposals and diversified materials, adherence to continuous training, and poor assessment of collaborative counselling and reflective practice. Many teachers are anchored in traditional, transmissive pedagogy, especially when they lack professional experience. Among the weaknesses, the attachment to continuous training and rejection of the mentoring model, based on collaborative counselling proposals, and reflective practice, as a means of professional growth within the community of practice, represent an obstacle to the implementation of the model that the Ministry of Education must overcome through the design of specific policies. ER -