The Role of the Basic Education Teacher in the Construction of Learning and Positive Interactions
DOI:
https://doi.org/10.56200/mentor.v5i14.12986Keywords:
school learning, pedagogical interaction, school coexistence, teacher mediation, basic educationAbstract
Teaching practices and pedagogical interactions influence learning, school coexistence, and student participation, while difficulties related to communication, educational mediation, and the construction of positive classroom environments continue to persist. The objective of the article was to analyze the role of basic education teachers in the construction of learning and positive interactions within the school context. A descriptive qualitative study was conducted in two Ecuadorian educational institutions with the participation of 15 teachers and 24 students. Semi-structured interviews, classroom observations, and focus groups were applied using thematic analysis assisted by the Atlas.ti software. The results showed that pedagogical strategies based on dialogue, participation, and teacher support promoted learning construction, school coexistence, and positive interactions. Students identified higher levels of motivation and confidence in educational environments characterized by respectful communication, collaboration, and active participation within the classroom. It was concluded that the teacher’s role constitutes an essential component in the generation of educational environments oriented toward learning and positive coexistence, while pedagogical practices focused on mediation, participation, and respectful relationships favor more comprehensive formative processes within contemporary basic education contexts.
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Copyright (c) 2026 Ruth Marlene Maldonado Cueva , Claudia Janeth Morales Sinche , Dirma Mercedes Tituaña González , Marjorie Maribel Romero Serrano , Elaine Judith Abrigo Tituaña
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