Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

In Cuba, the Ministry of Higher Education prioritizes the management of knowledge and innovation for sustainable social economic development, however there are still deficiencies to reach appropriate levels of interconnection between the management of research and innovation and its impact on the territory and /or locality. In this sense, the academic programs of the universities are called to generate abilities and skills in the graduates that allow them to implement innovative strategies to solve the problems of the environment. In the present work, the projection of the Master's Program in Biotechnology is addressed in terms of strengthening innovation capacities in professionals, taking advantage of the potential offered by its curricular design, as part of its continuous improvement and in order to obtain more professionals, competent, trained and innovative. A bibliographic review was carried out in several databases, related to the development of innovation capacities from the postgraduate level, supported by scientific articles from the period between 2017 to 2022 and the characteristics of the curricular design of the Master's program were taken into account, the types of courses and their contents, in addition to the innovative contribution of each one of them to the academic training of the master students. The articulation of teaching methods, the carrying out of investigative activities, with innovative outputs, the methodological work, and the application of instruments for evaluating the innovation capacities of graduates and employers, will contribute to the continuous improvement of the program, to respond to the socioeconomic demands of the territory and the country.

The expansion of the mixed centers in the National Education System in Cuba is part of the transformations that have been carried out since the 2010-2011 school year, and currently they have been expanded with greater. In these institutions, several educational levels are combined with a single direction, which must favor the system of educational influences. At the "Hermanos Saíz Montes de Oca" Joint Center in the municipality of San Luis in Pinar del Río, students from Basic Secondary and Technical and Professional Education converge, which demands renewed and innovative actions from teachers to face the challenges of the activity. Educational; that is, a professional pedagogical performance according to such demands. It is important to point out that Technical and Professional Education is a different education; distinctive for its peculiarities. The objective of this work was to socialize a pedagogical strategy that contributes to the improvement of the professional pedagogical performance of teachers in the aforementioned institution. The research was carried out on a dialectical-materialistic basis, in which theoretical and empirical methods were used, such as historical-logical, inductive-deductive, analysis-synthesis, modeling, system approach, observation, analysis documentary and interview, which allowed a theoretical and practical study of the educational reality to arrive at this scientific result, which contributed to the professional pedagogical performance of teachers in their educational practice.

Studies that estimate the statistical relationship between teacher knowledge and students' mathematical performance are limited and even scarcer in Latin America. From this point of view, the present study aimed to examine the association between the teacher's knowledge and the student's performance, in the mathematical topic of fractions. Through a quantitative methodology, a non-experimental design of correlational and cross-sectional scope was used. Structured tests with closed questions were applied to 553 fourth grade students and 18 teachers from 18 Chilean schools. The test administered to teachers measures conceptual knowledge of fractions and knowledge about teaching them. The study also examines contextual variables: level of mathematical knowledge reported in national tests and socioeconomic status. Data is analyzed using Pearson correlations. The results show a positive, strong and significant correlation between conceptual knowledge and knowledge about teaching (r= 0.71 p < .01). The correlation between the teacher's conceptual knowledge and the student's performance is positive, weak but significant (r= 0.31 p < .01). The correlation between knowledge about teaching and student performance is positive, weak but significant (r= 0.27 p < .01). These results are in line with studies that suggest that teachers' knowledge plays an important role in student performance in mathematics.

In recent decades, Information and Communication Technologies (ICT) have been considered revolutionary elements capable of generating a significant impact on teaching-learning processes, although in regions such as Latin America, this task has represented a challenge due to problems of the area. This article focused on analyzing the evolution that ICTs have had within the educational sector in recent years, including the COVID-19 pandemic, and the advantages they offer for the future of Latin American education. For this, a general review of the bibliography related to the presence of ICTs in the educational field of Latin America was carried out, focusing on the period corresponding to this pandemic. Scientific articles were collected from scientific databases such as Scielo, Redalyc, Scopus, among others. Based on this work, it was concluded that the arrival of the Covid-19 pandemic and global migration towards virtual education resulted in a strong challenge for the region's educational systems, which have been able to deal with their deficiencies. and cope with the hasty transition to a virtual education mediated by ICT. In the end, it is possible to affirm that this health crisis came to serve as a boost for this region to finally move towards successfully adopting these digital tools within the educational field.

The article describes the ideas that support that the labor practice constitutes the integrating axis to develop the pedagogical professional interests in the formative process of the Primary Teachers specialty in the context of the Pedagogical Schools. In relation to the aforementioned, the objective is to socialize a system of actions that favors the development of professional pedagogical interests. Using the sampling technique, in its non-probabilistic variant, and in its modalities by quota and subject-type. Among the methods used are the theoretical, historical-logical level, theoretical systematization, analysis and synthesis, modeling, and the empirical level, observation, survey, interview, critical opinion workshops and collective construction, as well as pedagogical experience. experiential. As results of greater impact, it can be seen that the development of professional pedagogical interests towards the study of the specialty by students begins to begin to link theory and practice more efficiently, they face with responsibility before the labor practice in educational institutions. , demonstrate the skills acquired by showing their potential in knowing, knowing how to do and being as future education professionals, which lead to demonstrating their possibilities to transform reality.

The article presents the theoretical and methodological modeling of a pedagogical model proposal for the export of academic services in the Paradiso agency in Cuba. The study gives meaning to the idea that this should be recognized as a type of specialized tourism where the trip has a high educational content, since not everything is learned in the classroom, but also in non-classroom spaces. A macro social research on education, active, participatory, mixed or combined concurrent, was conceived, with an emphasis on the qualitative that includes the linking of empirical, theoretical and mathematical-statistical methods. The result that is made visible establishes the purpose, the objectives, the principles, as well as the characterization of the duty to be that should govern the work of the export of academic services and its transformation strategy. In the same way, the forms of implementation and evaluation of the scientific result that is conceived are included.

The Flipped Classroom model has extended its application in recent years, as an alternative to motivate and engage students in their meaningful learning process. In the case of teaching English as a foreign language, it is also recognized as a useful tool. The objective of this work is to evaluate its usefulness in improving the learning of vocabulary in English and the feasibility of it´s implementing at eighth grade level of basic education in a public educational unit in Quito, Ecuador. Qualitative research was developed based on documentary sources and the consultation of teachers who teach English at that school level, through a designed and validated interview. The analysis of the information collected allowed us to identify that Flipped Classroom is a valid model to improve the learning of vocabulary in English. In the school studied, it has positive factors for its implementation, such as the knowledge of it that teachers generally have, the frequent use of activities that promote autonomous and cooperative work, and technological tools and applications. However, it was identified as a limitation that the economic conditions are not favorable; as the level of training and education in innovative strategies by teachers.

The primary teacher, from his actions, transcends the school space by taking education to other contexts with which he interacts, such as the family. However, there are teachers who, for various reasons, do not play a guiding role in educating families in order to contribute to the comprehensive development of students, one of the causes that limit their performance for family guidance is found in insufficiencies in training professional. In this sense, the research addressed the issue of the professional training of the primary teacher for family orientation. A methodology dynamized by a method was proposed, aimed at training in the teacher the professional knowledge necessary to do family orientation. The objective of the article was aimed at socializing the results of the application of the methodology for the pedagogical accompaniment to the primary teacher in family orientation, from the school context. The study was developed from an explanatory descriptive scope, methods of the theoretical and empirical level were used, such as: historical-logical, analysis-synthesis, induction-deduction, as well as the research techniques: observation, interview, survey and evaluative scale, in addition, the methods of specialist criteria and experimentation in the field. The results of the partial insertion of the methodology in practice, revealed the development of the teacher for the performance of his guiding function in the education of the families of his students from the school institution. As conclusions, the value of pedagogical accompaniment is emphasized as a mediation process that favors the permanent formation of the primary teacher for the development of family orientation from the school context.

In the Model of the professional of the degree in Education, Pedagogy-Psychology specialty, the mode of professional performance is declared, which is expressed during the performance of the work practice, as an essential form of organization in the teaching-learning process of the discipline. main integrator Investigative Labor Training. In the context of investigative work practice, they identify problems and offer solutions, characterized by the design of actions that specify the indicators of the creative mode of action. That is why the question arises: how to use the space of work practice for learning the creative mode of action in the students of the Pedagogy Psychology career? In this article, the objective is declared: to analyze the particularities of the labor practice as a space for learning the creative mode of action in the students of this career. From a theoretical systematization, a position was assumed regarding the indicators of the creative mode of action and the conformation of the labor practice as a learning scenario. It was the result of a qualitative research, which used methods, such as the survey, analysis of the product of the activity and a self-assessment scale for students, as well as the analysis of documents, complemented by theoretical methods, such as the analytical-synthetic and the inductive-deductive. It was concluded by evidencing the close link between work practice and the expression of the indicators of the creative mode of action in problem solving.