Proposed criteria for selecting teaching methodologies in Ecuador based on the analiysis of focus groups with secondary school teachers

Abstract

This study aims to investigate the criteria that Ecuadorian high school teachers take into consideration when selecting teaching methodology. In order to respond to this objective, an exploratory research process of a qualitative phenomenological-interpretative nature was carried out based on the coding and analysis of the findings through the qualitative data programme NVivo with two focus groups (FG) in which 13 Ecuadorian teachers participated on a voluntary basis. As a result, twelve criteria were compiled, five of which overlapped with other criteria when analysed with the curriculum regulations for the Unified General Baccalaureate (BGU) in Ecuador. After analysis, the following criteria were finally identified: curriculum, context, teaching activities, teaching resources, teaching styles, learning styles and assessment. These seven criteria made it possible to establish three dimensions: what do I want to teach? (curriculum), how do I want to teach it? (through what methodology) and what do I want to teach for? (accreditation or learning) as key questions for teachers to ask themselves when selecting one or another teaching methodology, as well as to make adjustments in their teaching based on the students' learning ecologies and to provide a more inclusive education in line with the curricular approaches proposed for this level of education.