CESAR VALLEJO UNIVERSITY

GRADUATE SCHOOL
ACADEMIC PROGRAM OF MASTER IN EDUCATIONAL PSYCHOLOGY

Historical Evolution of Pedagogical Models

World level

TEACHER Dr. Violeta Hurtado Chancafe

COURS Psychology of Learning
E
MEMBERS

• Alva Durand, Sandra.

• Iparraguirre Ñique, Nevenka
• Miranda Cabrera, Selene.
• López Merchan, Margarita
• Valera López, Sussan
• Verastegui Lopez, Lisbeth

CHIMBOTE – PERU

2022
Y Introduction
O
Psychopedagogy and the various models that support it have been changing
since the 1970s in the educational sector both nationally and globally until today.
It is worth mentioning that psychopedagogy was born out of the need to
understand the reasons for children's learning difficulties, as well as the
commitment to improve the teaching process in students.

According to Cabrera and Bethencourt (2010), psychopedagogy worldwide is

conceived as a scientific discipline, which is led by a professional, and it also has
historical antecedents in different countries in Europe and America. It is worth
mentioning that each of them has different positions in the teaching and learning
method from psychopedagogy.

The functions that psychopedagogy commits are the following, for example;
attend to the diversity of the educational community, advise families or people
with training as educators, promote educational projects within the teaching
process, implement didactic resources for better learning and guide the learner
(UNIR REVISTA, 2019).

It is important to know more in depth the historical evolution and the

psychopedagogical models that are being used worldwide, in order to expand our
knowledge and put it into practice in accordance with our reality, and thus get
closer to the significant learning that is expected to be achieved. in the students.

Based on the above, in this report, at first the terms of “model” and
“psychopedagogy” will be conceptualized, then the history of psychopedagogy
worldwide will be detailed, later some international countries will be identified,
emphasizing in their way of working in education from psychopedagogy, as in the
case of South Korea, Finland, Japan, Holland, Canada, Singapore, United
Kingdom, Russia, Hong Kong, Germany, Italy, Spain and Colombia.

Finally, the conclusions of the topic will be announced, for a better

understanding.

II. Historical Evolution and Psychopedagogical Models worldwide

2.1 Terminology:
 — Model: It is a guide to follow, with organized and structured content.
According to Meléndez (2015), a model aims to explain some reality to
understand what happens in the system and, above all, to improve it.

— Psychopedagogy: The word psychopedagogy has its etymology in

Greek roots, where psycho means “mind”, paidon “child”, ago “I lead” and ia
“quality”. It is considered the study of the student's mind and human
behaviors related to learning. Continuing along this same line, Meléndez
(2015) mentions that psychopedagogy is a science that investigates the
person's environment in all its dimensions of learning throughout their life.

Based on these concepts we can say that psychopedagogical models are

guidelines or references that help us guide the teaching-learning process in
students, which through relevant strategies and taking into account their
needs, we can achieve significant results in students. .

2. 2. Historical Evolution and Psychopedagogical Models worldwide

Throughout the history of humanity, effective and efficient educational

models have been required to achieve favorable objectives in the teaching-
learning process.

In this way, educational models have been changing as society has also
changed, adapting to the reality and needs of each era.

For this reason, until the 1970s, the psychopedagogical approach was
deeply marked by behavioral models , which favored the development of
learning through observable and measurable behaviors, which were
characterized by the use of teaching methodologies aimed at the repetition
of content to favoring its memorization and, consequently, leaving aside
the higher processes of human thought. Introducing mechanized learning;
based on repetition and memorization that limited imagination,
intelligence, creativity. Assuming a system of hierarchy where the teacher
is the one who assumes power and authority as a transmitter of knowledge,
demanding discipline and obedience.
 Subsequently, psychopedagogical models have evolved until they are
defined by successive advances in cognitive psychology research and its
special attention to psycholinguistic processes to specify and act on
learning difficulties in childhood and adolescence. The cognitive model
bases that learning occurs through internal processes of the person such as
perception, language, memory, attention. Whose methodology is based on
analyzing the information and then comparing it with the previously
acquired knowledge with the purpose of transforming it and adapting it to
its environment.

This change in focus has led to the development of psycho-pedagogical

models that favor the development of more flexible and creative mental
structures, thus allowing an increase in learning capacity regarding more
complex content.

Thus, the evolution of psychopedagogical models has been developing

towards the definition of processes that allow the codification,
organization and decision regarding the contents that must be incorporated
into educational programs, in order to ensure that, through their
application, the development of conceptual schemes by students is easier
and, consequently, they facilitate the learning of those boys and girls with
special needs. For this reason, the psychology of constructivism is a
pedagogical current based on the constructivist theory of knowledge,
which postulates the need to provide the student with the necessary tools
(generate scaffolding) that allow them to build their own procedures to
resolve a problematic situation, which implies that your ideas can be
modified and you continue learning.

2.2.1. Psychopedagogical Models worldwide

1. South Korea

In South Korea, the government's intervention was important to

promote a pedagogy based on the use of ICT, not only in the educational
field but also in other social fields. The Ministry of Information and
Communication (MIC) of that country created a solid infrastructure
network throughout the country, which would provide broadband to all
citizens. This would make all citizens connected in a global Internet
community.

Talking about the information society undoubtedly implies a degree

of technological innovation. In the case of South Korea, technological
innovation was closely linked to the educational reform that took place in
the mid-90s. This caused significant changes in the school organization
and the emergence of new educational needs that took shape in initiatives,
such as: provision of equipment and connection of the centers, promotion
of ICT in daily life and legislation that promoted the use of ICT in
different social areas. But it was not only about creating a technological
infrastructure for the use of ICT in schools, but also about implementing
the use of ICT as a fundamental part of the educational project.

Four initiatives were the primary objective of the ICT Promotion

Law in schools: development of quality educational content,
implementation of teacher training programs, improvement of
technological infrastructure and development of projects that analyze the
consequences of the introduction of ICTs. ICT in school. It should be
noted that the training of teachers in the use of ICT was key to introducing
ICT into curricular action and thinking about new teaching-learning
methodologies.

2. Finland

In Finland, the perspective of tradition in pedagogy is the

position of a teacher who must persevere in the obligation to create a
significant interest in learning in the student, rather than requiring an
effort to memorize when studying, according to their policies there is no
relationship direct relationship between investment and results to
improve the educational quality provided in institutions, the answer lies
in the intelligence, creativity and preparation of the teacher, where they
have some keys to choose their future teachers by selecting them from
the best secondary school students, It pays them as much as a high-level
professional, educates them with the best university teachers,
guarantees and assures them work after training, and provides them
with timely follow-up during the first years of their professional career.
In addition to having well-trained and quality teachers, there is added
respect from all citizens for knowledge, the teaching practices used are
traditional, well-known and they know that they give an effective result,
rather than trying to innovate within the uncertainty of the school
failure or demotivation, are part of the school with an emphasis on
equal opportunity, where everyone can achieve goals with good results,
in that school it still tends to authoritarianism, conservatism and
professionalism cultivated and defended social characteristics.

Finland manages a very flexible pedagogy where learning times

are extended to those students who for various reasons do not achieve
the qualifications required by the educational system or those students
who have special needs.

“Educational quality is guaranteed by guiding, not controlling,

the ideology is to direct through information, support and the allocation
of educational resources.” The national curriculum of subjects is basic,
and allows for local adaptations. “Teachers enjoy pedagogical
autonomy: they can decide their own teaching methods, their textbooks
and other materials that contribute significantly to their students'
learning.”

3. Japan

The educational system in Japan incorporates extensions in the

times for basic training or in personalized tutoring sessions, for students
with low cognitive demand. It is also intended that the student does not
simply follow a procedure or memorize information, but rather
understands and analyzes how and why events happen and is able to
apply the knowledge by putting it into practice in any context that
occurs.

Japanese teachers also have the duty to participate in continuous

training processes and are additionally encouraged to renew their
educational certificate every ten years.

In Japan, to promote a sense of appreciation for the family

environment and develop a positive and assertive attitude towards it, the
subject of Home Economics is included, where the knowledge and
skills necessary for life are acquired and developed with practices
related to food, clothing and housing; But, in addition, at school they
not only study, they have tasks such as cleaning or serving meals;
activities that enhance proactivity in their social environment.

4. Holland

In the Netherlands, the powerful points of quality in the teaching

and learning processes of basic education are the learning time and the
firm structure of the pedagogical environment. When the teacher acts
and exercises in a didactic and efficient manner, the structure and
organization are of good educational quality. However, the comparison
between the annual results of supervision visits in basic education
shows that the elements "educational strategies", and especially "the use
of new teaching methods in these strategies", continue to be below the
half. One point of reasoning is the change from learning by playing
from the first and second level of basic education to a type of teaching
guided according to a method, that is, to a teaching oriented to learning
from the third level onwards.

The "process" indicated above refers to the didactic exercise of

teachers in the field of carrying out sessions in classes and interlearning
groups. Quality control is the responsibility of the institution, since the
participation of teachers is of great value. Within the framework of the
development of the autonomy of schools, which are responsible for the
achievement and maintenance of quality in education, the development,
introduction and maintenance of a similar system is of utmost
importance. In recent years, the Central Institute for Test Development
(CITO) and organizations for teaching support and monitoring have
developed different types of these systems. Quality control systems
include all aspects and characteristics of teaching, as well as timely
school organization, the didactic action of teachers, the results of the
learning process and the learning processes themselves. Quality
assurance systems provide points of contact for schools and teachers
with the intention of improving the quality of teaching and learning in
schools.

5. Canada

It demonstrates a lot of flexibility in its pedagogical educational

method; where it emphasizes versatile learning environments; so that
they develop in their students the skills and competencies necessary to
actively participate in society, a wide range of training and flexibility in
educational trajectories to recognize the interests and potential of
students.

Canada highlights the support received by educational

institutions with lower performance, with support and monitoring from
external experts and support for the continuous improvement of each
teacher.

In Canada, each local system autonomously guides its curricula;

However, there is priority attention on making efforts to eliminate
bullying and aggression at school, with effective programs to develop
empathy, good treatment and similar social behaviors.

6. Singapore

Singapore pedagogy highlights the importance of training active,

proactive and autonomous students in the construction of their learning;
It is summarized in the name of a recent educational reform: “Teach
Less, Learn More” - “Teach less, learn more”

The interest and importance offered to learning has important

effects on the curriculum and the role of the teacher. In this sense, the
development of experimental activities, inquiry, applied and project-
based learning, research and interdisciplinary learning prevail; actions
that enhance the skills of learners. The teacher is a guide and not a
repository of information.

In the case of Singapore, the need for teaching aids is also

explicit, when the teacher is required to adapt or adapt and even
individualize teaching and learning practices; according to the needs of
students in their own context. Therefore, the teacher not only has time
to plan and share experiences through collegial work with other
teachers, but also with curricular frameworks and resources for teachers
with practical principles.

In Singapore, schools are free to adopt different programs or

offer various disciplines, for the free selection of students, and there are
autonomous centers specialized in specific areas, such as mathematics,
science and technology, art or sports. The system allows progress
according to the learning pace of each student, so that learning is
comprehensive, and students discover their own talents by developing
and enhancing their abilities to the maximum, whether in the academic,
artistic or sports fields.

7. United Kingdom

In the United Kingdom, education has essentially depended on

the interest and enthusiasm of the teachers themselves, with the result of
an implementation that has often been meager and of variable quality.
But at this moment things are beginning to change. The main barriers
that have arisen for the development and sustainability of education in
 school are, firstly, the lack of a clear curricular agreement; On the other
hand, the lack of coherence and strategic management direction from
the majority of educational agents working in the field, which reduces
the impact of the excellent and efficient work being carried out in the
institutions.

The UK is made up of four 'nations', each with its own

differently run education system, which brings with it a host of
additional problems. These ways are:
- Formal education for children under 16 years of age (maximum age
for compulsory education).
- Formal education for young people over 14 years of age.
- Informal and permanent education.

8. Russia

According to Berenguelas (2012), he tells us that

psychopedagogy in Russia is based on the following principles:
- Humanitarian principles of education: primacy of human values, life
and health of man, free development of personality, education in citizen
and civic duty, recognition and respect for human rights, protection and
care of the environment and the feeling of responsibility towards
society and the family.
- Principles of unity: of a common interregional educational and cultural
space, defense and development through the educational system,
national cultures and regional cultural traditions of the Russian
Federation, as a multinational state.
- Principles of: access to education for all, adaptation of the educational
system to the level of development and preparation of students.
- Principle of the secular nature of education in state and municipal
educational centers.
- Principle of freedom and pluralism in education.
- Democratic principle and conjunction of official and social elements in
the educational field.
- Principle of independence of educational centers. (p.1)

9. Hong Kong

The country of Hong Kong had a rethinking of the culture of

evaluation and pedagogy, generalizing entry to secondary, upper
secondary and higher education. This modification also represented a
shift in the Confucian model of teaching, placing emphasis on the
student learning to learn.

Although education is not a formal subject in Hong Kong's

curricula, there are arguments to support its inclusion, in light of current
educational reforms; In fact, education reform has provided a platform
for the development of education, much importance has been given to
civic education in Hong Kong curricula. Research shows the
relationship between civic education and technological-digital
education, forming informed and participatory citizens, encouraging
students to be critical of the messages with which they are surrounded.

The introduction of ICT is also very significant. The media age

is having an impact on our students, shaping the types of people they
are becoming. Today's students are highly competent in accessing
information; They are the «Internet Generation»

If we want our students to become active, reflective thinkers,

and more than that, empowered learners, the introduction of media
education can be helpful, and media production could be a great way to
start. The development of media education is improving influenced by
educational reform.
Schools are recommended to support their students to develop,
through teaching and learning in different key learning areas, the nine
generic skills of collaboration, communication, creativity, critical
thinking, information technology, numeracy, problem solving. of
problems, self-direction and study.
10. Germany

One of the most important characteristics of this educational

system is that education, as a public service of vital importance in every
modern society, is the responsibility of each of the sixteen federated
states, that is, each federated state has its own educational system with a
ministry of education itself and the Federal State plays the role of
setting general objectives and measures.

According to Bernal (2011), the methods used by the Germans are:

- The suggestopedia method: It is also known as “superlearning” or

“desuggestive pedagogy”, where different techniques are proposed
to eliminate shame when learning a language.
- Community language learning: It is based on group work in which
cooperation is encouraged, as well as personal initiative and
responsibility. As techniques, it uses the recording of student
conversations for subsequent correction and open reflection.
- The “total physical response” method: Its basis is mentalistic
psychology and humanistic pedagogy. It is based on the idea that a
child needs time without expressing himself linguistically until his
mental capacity develops and he can produce. Its implementation is
carried out through imperatives that are followed by the respective
body movements on the part of the students.
- The silent method: The teacher remains silent and communicates
only with gestures, colors and other playful materials. Their greatest
criticism corresponds to the lack of listening comprehension and the
lack of attention to the teacher's pronunciation, although the
reflection in which the student is involved in the entire process is
notable.
- Tandem learning: It is not considered a method but rather a way of
organizing students to complement their learning. It consists of a
bilingual and cultural exchange in pairs and is practiced in public
schools, universities or institutes. (p. 16).
11. Italy

The formation of increasingly globalized or supranational

educational models is manifested that respond to the need to strengthen
and expand the new economy supported by neoliberalism, which calls
into question the capacity of the State as a provider of public services, is
strengthened the idea and importance of the market in education, by
reducing public spending to privatize it. The school system is
characterized by a greater emphasis on technology and knowledge,
constant innovation, and competition, at the same time, is reinforced:
consumerism, market efficiency, elitist (exclusive) education and
individualization in all levels and spheres of education

Education in Italy is based on the agreements established within

the framework of the European Union, part of the establishment of a
common base of knowledge and basic skills at all school levels. The
key basic indicators focus on: reading, mathematics and science skills,
linguistic knowledge, ICT proficiency, civic skills and the ability to
learn to learn. The aim is to ensure that future skills requirements and
their alignment with labor market needs are taken into account in all
education and training planning processes.

12. Spain

Educational institutions in Spain do not only propose to teach

and instruct, but at the same time, and very mainly, to educate; They are
interested in socio-educational issues, they are convinced that the social
issue is basically a pedagogical issue and they promote a democratic
and civic school.

Adolfo González Posada and Biesca are defenders of a

democratic school in which the children of all citizens are educated
together and where unlimited appreciation for their peers is instilled in
them.
 The Modern School program proclaims that its mission is to
make boys and girls become educated, truthful, fair and free of all
prejudice; True social duties will be taught, in accordance with the just
maxim: “there are no duties without rights; there are no rights without
duties”; The abilities of each student will be developed and directed, so
that they are not only a useful member of society, but also
proportionately raise the value of the community.

13. Colombia

The Colombian educational method where the upper class

continues to be the one who defines administration, science and
technology in our country, there are great challenges to positively
contribute from the public to educational progress. Where the most
outstanding students in learning are not islands of continuous curricular
development; but an effect of uniform contributory contribution from
the school; That is to say, the result is very high not only for
exceptional talents. However, we must be effective with what our
institutions provide, always linking the educational community with the
need to educate themselves to improve and enhance their conditions of
existence and development. It is the educational institution that must
implement and activate its pedagogical model that articulates the ability
human in favor of being social, anthropological, and cognitive,
supporting schemes that efficiently integrate these dimensions and
generate the training of ingenious, competent men capable of providing
solutions to the problems of their context.

III. Conclusions

- Psychopedagogical models guide the learning process of learners, and the

importance of the teaching role to identify appropriate strategies according
 to the model implemented within their educational context is fundamental
for meaningful learning.

- Throughout history, pedagogical models have undergone extremely drastic

changes and growth in different generations, since they seek not only to
complement a large part of the training process in students, but also allow
access to new knowledge and systematic methodologies that They guarantee
high quality in the management of all learning domains (psychomotor
domain, cognitive domain, and essentially the affective domain).

- The purpose of Psychopedagogical Models is a new form of effective

learning, in order to transform the classroom into a space of innovation that
contains alternative actions to solve problems based on lived experiences.
- Pedagogical models in the field of education play a fundamental
role, as they are the basis for achieving various moments and for
allowing different ways of imparting knowledge.
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v. Exhibi BEHAVIORIST MODEL-1950
t

Where the Teacher always explains the

same thing and seeks to give a stimulus or
punishment. It imposes rigid, training
behaviors to change.

Students are recipients of ideas,

submissive, they respond to stimuli.

METHOD:
Stimulus - Response