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    Institutional Experience

    FICED's institutional experience of more than 30 years in teaching and educational research has allowed it to develop the necessary competence and organization to become one of the regional leaders in the area of ​​in-service teacher training at the doctoral level. The FICED® Educational System Project is designed from the conceptualization of the Educational Model, its components are: the Educational Actors (teacher, group, student and environment), the Institutional Method, the Institutional Methods, the Operating System and the Units for Transformative Learning. From these components, the forms of interaction, the communication system to achieve transformational learning for all participants, its administration and the curricular components of the Study Plans and Programs are structured.

    INSTITUTIONAL PROJECT

    When designing the Educational Model of the International Faculty of Educational Sciences, the tools that have made it possible to establish the strategic and congruent connection between Humanist Philosophy, the educational process and its monitoring were incorporated into it. Starting from the philosophical proposal, the institutional, academic and operational processes are systematically focused on the concepts that define, in a broad sense in FICED, the EDUCATOR *. Such processes are co-responsibly mediated by Educational Actors both in curriculum development and in the participatory construction of knowledge. To produce the achievement of human and competence transformation, the Student-Researcher must be consistent and systematic throughout the teaching-learning process.

    EDUCATIONAL MODEL

    This Model is integrated into the Institutional Project, from which the design and operation of the Study Plans and Programs are derived, as well as their administration. When designing this Educational Model, the tools that have made it possible to establish the strategic and congruent connection between Humanist Philosophy, Psychopedagogical Theories and Methods, system of philosophical-methodological congruence, structural-systemic design of the educational process, methodologies, systematization processes were incorporated into it. and processes for evaluation / monitoring.

    INSTITUTIONAL PHILOSOPHY

    The axis of the Institutional Philosophy of FICED, the human and professional being as one of the actors in the process, is defined through the conception that the EDUCATOR has raised by Dr. María Esther Uriegas (1993, 1995), which has been applied to Teacher Training for more than 20 years (*). The EDUCATOR * is an educational professional who uses methods and techniques as options for teaching and learning, favoring elasticity in their professional performance to expand their capacities and explore their limits and development potentialities. This process of self-knowledge and interaction between teacher, group and student models for each of the students the development of their potential elasticity to play new roles in the face of learning, teaching and evaluation, by promoting environments and relationships that lead to students. educational actors to achieve a total and transformative experience.

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    In this philosophical context, the word educator defines the person who directs the teaching-learning process and who must meet specific characteristics of the traditional teacher or teacher as well as the facilitator who focuses the teaching on the interests of the student. The EDUCATOR * must achieve a balance between authoritarianism and democracy, the chair dictated and the participation of the group, the requirement and flexibility, regulations and freedom, the academic programs and the interests of the students, dependence and independence from students to the teacher, as a formative mediator through example, consistency and authenticity.

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