Behaviorism in teacher training: a critical look

Abstract

The objective of the article was to critically analyze the use of behaviorism in teacher training in the 21st century, from the study of the most current theoretical foundations on behaviorism and how they are applied in higher education. The research was qualitative, critical and exploratory; for which a sample consisting of 18 students who were part of the focus groups was used; to whom a questionnaire was applied through open questions where they could express their opinions from the experience in the university context. The results expand the findings of previous studies in the educational field, since they confirm the importance of rethinking the models so that they promote active learning, diversified teaching and permanent accompaniment in the achievement of skills, considering that it is important to take into account that the models may not be effective for all students or in all educational situations, but in the case of the National University of Education (UNAE) significant changes are required in the methodology used by some teachers. Therefore, it is concluded that behaviorism has been an important theory in education for many years, but for teacher education it has its limitations.