Implications of dialogic al pedagogical gatherings for sustainable quality higher education

Abstract

This research aims to analyze and understand the perception of the university student on the implementation of the methodological strategy based on Dialogical Pedagogical Gath erings (DPG). This leads to an improvement in the quality of Higher Education, consistent with goal 4 proposed in the 2030 agenda by the United Nations to achieve sustainable quality education. For this, a qualitative methodology has been used, from a phenome nological perspective. The instrument used has been the focus groups, as it is the most appropriate tool to deepen the opinions of the students about the subject of study. After the implementation of this methodological strategy in the subject "General Didactics" of the Degree in Early Childhood Education during the academic year 2019-2020, 9 groups of 10 people each have been developed. Subsequently, content analysis with the information collected in each of the groups has been proposed, obtaining very satisfactory results. Stu dents conversations show that it is a methodology that favors the involvement and inter est of the student in the teaching-learning process, stimulating reading, communication, social development, etc. Likewise, students are highly predisposed to consider this type of experience in their future professional activity, since it favors the comprehensive training of students for the Early Childhood Education stage.