Abstract:

This study compares two methodological strategies used for research training in the Computer Science teaching curriculum: one before the curriculum redesign and the other one after the implementation of pedagogical practice and research. The paper analyzes how the new strategy has improved the formation of research-focused teachers and fostered innovation in education through interdisciplinary projects. The teaching and learning methodologies used are centered around project-based learning, collaborative and cooperative work, problem-based learning, and self-regulated reading, which promote autonomous learning and multidisciplinary approaches. Data and statistics are presented to demonstrate the effectiveness of the new strategy, and the factors that contribute to these positive results are discussed.

The Computer Science teaching curriculum was redesigned to promote innovation in education through pedagogical practice and research. The new curriculum is structured around multidisciplinary content areas, incorporating computer science, technology, media studies, pedagogy, didactics, entrepreneurship, and educational management. The pedagogical approach of the program is focused on developing competencies through formative research that enables modern teaching practices using technology tools. The curriculum provides students with the skills they need to interpret the sociological, curricular, and pedagogical context of educational institutions, identify problems, propose solutions, implement them, and evaluate their impact. Pedagogical strategies such as the inverted classroom, project-based learning, blended learning, and others foster interdisciplinary convergence.

The program encourages the development of academic production in scientific articles and contributions to scientific events. These provide opportunities for interdisciplinary exchange with other academic and scientific communities and for classroom intervention through the implementation of different TIC-mediated strategies and scenarios of practice with teachers from other disciplines. The program promotes students to undertake innovative research projects and initiatives in different areas, such as virtual learning objects, mobile devices in education, pedagogical proposals with TIC, cognitive computing, augmented reality, 3D in education, video games, multimedia developments, short films, the development of virtual courses, social networks, robotics, artificial intelligence, and simulators.

Keywords:

Teacher training, pedagogical practice and research, teaching and learning methodologies, project-based learning, innovation in education.