The Autonomous Apprentice And The Teaching Role

The autonomous apprentice and the teaching role

 The current learning is mediated by many circumstances such as the mass media that can be a tool for or against the process, but if we take into account all these factors we will make students use the tools they have, that they do notThey only conform to the explanation that the teacher gives, but that they inquire, question and discuss, that is, they would be forming critical beings, capable of building useful knowledge for the following generations, without only being players of this knowledge but architects of the same of the same.

There are certain characteristics that an apprentice must possess as they are;Risk tolerance and self-efficiency, and that as teachers we must stimulate. In addition to the academic it is important that the apprentice does not frustrate because he does not understand something, but that he tries until he integrates it into his mind and in this way he can transcend, that is to say that he does not learn momentarily. If people do not have risk tolerance, they are unable to search and learn about new experiences that can nurture and trigger new learning and perspectives. On the other hand, initiative and creativity are also relevant, to have apprentices who are good citizens with illusions and contributions for a better society.

In that order of ideas it is imperative to promote liberating and forming critical citizens, because if a person only memorizes, and does not reflect, or analyze, and is also unable to oppose with arguments and reasons, he is a person unable to exercise his freedom, thenHe is conditioned by the ideas and decisions of another, they do not like, or do not agree, instead through what is proposed with autonomous learning, we would be forming critical, proactive citizens, capable of offering not only opposition, but alternatives but alternatives

The above is based on the model of liberating pedagogy (Freire1979-1980, cited by Pérez, 2004), which proposes to education as the way to free the person and transform society, because if individuals lose or are notstimulated in autonomy, they are little propositive, conformist, socially determined people, without longing to transcend and improve their position with the world. That is why a good apprentice, not only learns in the academic field, or only learns a limited number of things, must be a person capable of managing his process for a lifetime, he must have skills that help him live with others, work as a team, reflect and learn from your environment, beyond the institutionalized sphere, but this requires that it be a voluntary and intentional process. In this regard Crispín, Esquivel, Loyola & Fregoso (2011) propose:

When it comes to academic learning, the process must be aware. From their previous knowledge and experience, the person interprets, selects, organizes and relates new knowledge and integrates them into their mental structure. The construction of new knowledge and the development of skills require the active participation of the subject. Hence the importance of understanding the different factors and processes involved in learning, since knowing them, both teachers and students will be able to achieve significant and relevant learning for different aspects of life. (Crispín, Esquivel, Loyola & Fregoso, 2011, P.12). In fact, learning depends on several factors such as: the context, the learning rate and motivation among others. The teacher’s task is never to be given that a student brings or not a knowledge, because due to various circumstances it may or may not have been acquired, or otherwise this could be acquired but not in the best way.

Today more than ever learning;Not only is it reduced to memorizing data or contents, it has to do with the ability to solve problems, make responsible decisions, in addition to the capacity for initiative and creativity. The teaching work must be focused on reviewing the context and experience of each student in order to motivate the training of comprehensive, critical students and with a high sense of risk tolerance (attitudinal), the search is aimed at academic skills or contentWith skills or procedural content.

At this time the most relevant learning for today’s world has to transcend mere information, it is necessary to develop capacities;perceptual, interpretive, analytical, classifying and associative allowing to express and interpret data, it is also relevant to promote the ability to solve problems of everyday life. We just reached another vital background for the construction of the profile of an autonomous apprentice, the teaching role and the pedagogical model used for teaching determines learning, that is, we cannot expect a critical and innovative student by implementing traditional teaching methodologies.

Teacher’s instructional actions and preferences are strongly linked to the epistemological conception of learning. Instruction is understood as the deliberate arrange.(Heredia & Sánchez, 2012, P.18) As teachers we must have the capacity to analyze the context from which the student comes, that is, the different factors that influence their academic learning (cognitive, affective, physiological, environmental or contextual partners) make the classroom a place to propose challenges and notBarriers, that is a learning platform. We cannot expect competent apprentices currently with archaic methodologies and designed for a different historical moment. It is currently more important to motivate the student to seek content mechanization. Taking into account the above there are two types of motivation, which refers to personal satisfaction for achieving something what is pointed to or to which we must aim to build in students, and the extrinsic motivation what refers to the rewardor benefit, for the achievement how a praise, a note can be, everything that can only be achieved to fulfill the activity.

It is also necessary to contemplate other factors that affect learning such as stress and anxiety, stress can be positive or negative since in situations of stress and concern people may be motivated to solve problems, but when this isIt becomes negative simply frustrates the person in solving problems and instead of motivating him to solve a difficulty prevents it, disrupts or paralyzing.

Finally, we can conclude that the autonomous apprentice is his own architect of his knowledge, and as teachers we must guide that process, seek and propose adequate study strategies, in addition to stimulating feelings and emotions that favor adequate learning.