PEDAGOGICAL MODEL OF AUTOMATON MULTIMODAL RESPONSES FOR THE LEARNING OF UNIVERSITY STUDENTS

Abstract

The objective of this study was to determine the influence of the Pedagogical Model of Automaton Multimodal Responses on the strengthening of teaching practice in a higher education institution. A quantitative approach was adopted, with a pre-experimental design, through the application of a pre-test and a post-test in a single group of 40 teachers. The technique used was the survey and the instrument, a validated questionnaire. The results revealed that the Pedagogical Model of Automaton Multimodal Responses significantly influence the improvement of teaching practice, evidenced by the Student's T-test with a bilateral significance value of 0.000, which allowed the rejection of the null hypothesis. Likewise, a positive impact was observed in all the dimensions evaluated: personal, interpersonal, institutional, didactic and axiological. Consequently, it is concluded that implementing collegial work contributes to improving teacher performance, strengthening collaboration and professional learning, which in turn favorably affects the quality of the educational process