Active Methodologies in Upper Secondary Education: A Study on Their Knowledge and Practical Application in the Classroom

Abstract

School dropout in Upper Secondary Education represents a significant challenge in Mexico. Active methodologies, which center the educational process on the student, are considered a pathway to improve motivation, retention, and the quality of learning, aligning with the goals of inclusive and quality education, in which the teaching staff plays a fundamental role. The objective of this work was to analyze the implementation process of active methodologies in the teaching practice of first-grade teachers at the Escuela Preparatoria Oficial Anexa a la Normal de Atlacomulco, afternoon shift. A case study with a qualitative approach was conducted. Information collection was based on two instruments: the application of the Delphi method and the administration of a questionnaire to the first-grade teachers of the institution. The analysis focused on identified categories such as the teacher's role, their knowledge about the methodologies, and their practical application. The teachers demonstrated theoretical knowledge of various active methodologies; however, their application in the classroom is limited to a few of them. A clear need was identified for continuous training, specifically in practical workshops, and for fostering collaborative work among the teaching staff for a more effective and diverse implementation. The transition towards a student-centered educational model through active methodologies requires overcoming the gap between their theoretical knowledge and their real application in the classroom. This involves strengthening practical teacher training and promoting spaces for professional collaboration.