Pedagogical foundations that support the teaching processes of professors who study and obtain a master’s Degree in Socio-Educational Intervention

Abstract

his research focuses on processes of conceptual transformation that occur in learning of postgraduate students and analyzed the pedagogical conceptualization of the Master’s degree in socio-educational intervention upon start and when finishing the degree in order to observe significant differences in the initial education, professional experience and continuous education. A mixed methodology was used for the research such as surveys, interviews and observational records and statistic analysis. The findings prove that students in the first semester of the master’s degree reflect in their conception a more traditional and behaviorist focus than 5th semester students. This means that no profound and conscious conceptual change or transformation has occurred. Therefore, a conceptual pedagogical evolution has occurred as of the Master’s study.