Contemporaneous theory in education

  • María Gabriela Bravo Vélez Pontificia Universidad Católica del Ecuador, sede Manabí, Chone, Ecuador
  • Elsa María Figueroa Sandoval Pontificia Universidad Católica del Ecuador, sede Manabí, Chone, Ecuador
Keywords: contemporary theories, educational paradigms, learning-teaching, modern school, pedagogical


The research contextually supports content focused on contemporary theories in the educational field and in which it presents the path of evolution in humanity, based on the learnings that have had to undergo it since the human being in its adaptation has allowed there to be a prospect to the educational advancement. The goal of research is to analyze the changes necessary for the creation and adaptation of learning to understand the development that learning has had in modern school. The bibliographic review and synthetic analytical  method   were used as a technique, to know contemporary theories and the influence they have on the learning-teaching process in education, it was obtained as a result that learning contemporary theories, fused to the modern school allow the expansion of knowledge by adapting techniques and strategies in students, in Ecuador has been involved the application of these, to develop new and diverse pedagogical processes, proposes training to teachers in new techniques to improve cognitive abilities.


Download data is not yet available.


Bailey, C. J., & Card, K. A. (2009). Effective pedagogical practices for online teaching: Perception of experienced instructors. The Internet and Higher Education, 12(3-4), 152-155.

Cantero, D. S. (2013). Informed theory and Atlas.ti: methodological resources for educational research. Scielo, 16(1), 15.

Diaz, J. (2019). Technology, Meta-Technology And Education.

Diaz, J. y. (2013). A look at theories and pedagogical currents. (P. version, Ed.) National Collegiate of cultural educational development and professional supervision.

Dominguez, M. (2008). Determining factors in human resources management in service companies that systematically incorporate new technologies A case study in the Valencian community. Thought & Management, 24, 88-131.

Dominguez, R. (2014). New Technologies and Education in the 21st Century. Etic@net, 4.

Dominguez, R. (2014). New technologies and education of the 21st century. Grenada.

Dominguez, R. (2014). New technologies and education of the 21st century. (4), 13.

Fajardo, Z. E., Garcés, N. G., & Martínez, E. F. (2017). Incidence of pedagogical currents in the learning of the contents of. Scientific Journal of Research and Knowledge, 1(4), 657-680.

Fierro, M. (2011). The Conceptual Development of Cognitive Science. Part I. Colombian Journal of Psychiatry, 40 (3), 519-533.

Gaete, M. (2015). Didactics, temporality and teacher training. Brazilian Magazine of Education, 20(62), 595-617.

Ghasemi, B., & Hashemi, M. (2011). ICT: New wave in English language learning/teaching. Procedia-social and behavioral sciences, 15, 3098-3102.

Govindasamy, T. (2001). Successful implementation of e-learning: Pedagogical considerations. The internet and higher education, 4(3-4), 287-299.

Grouper, C., Olmedo, R., & Rodriguez, M. (2020). The musical intelligence as a basic competition in parvular teacher. International Journal of Psychosocial Rehabilitation, 24(4), 352-360.

Guzmán, A., & Martinez, O. (2018). Educational Theory from the Complexity Paradigm to Form Critical and Complex Thinking. Scientific Magazine , 3(9), 257-274.

Hashemi, M., & Ghasemi, B. (2011). RETRACTED: Retraction notice to using mobile phones in language learning/teaching [SBSPRO 15C (2011) 2947–2951].

Huerta, H.C. (2007). Contemporary Pedagogical Currents. Odysseus electronic journal of pedagogy,05-23.

John, J., Thampuran, A. L., & Premlet, B. (2016). Objective and subjective evaluation of acoustic comfort in classrooms: A comparative investigation of vernacular and modern school classroom in Kerala. Applied Acoustics, 104, 33-41.

Kartal, T., Ozturk, N., & Ekici, G. (2012). Developing pedagogical content knowledge in preservice science teachers through microteaching lesson study. Procedia-Social and Behavioral Sciences, 46, 2753-2758.

Loncar, M., Barrett, N. E., & Liu, G. Z. (2014). Towards the refinement of forum and asynchronous online discussion in educational contexts worldwide: Trends and investigative approaches within a dominant research paradigm. Computers & Education, 73, 93-110.

Lopez, M., Vegas, H., & Rodriguez, M. (2020). Project-based Learning Strategy: An Innovative Proposal for Local Education System. International Journal of Psychosocial Rehabilitation, 20(1), 1666-1681.

Martinez, N. (2015). The positivist paradigm and the dialectical conception of knowledge. Digital Magazine , 4(2), 5.

Meneses, I., Moya, M., & Rodríguez, M. (2020). Influence of Videogames on Student Behavior. International Journal of Psychosocial Rehabilitation, 24(1), 1692-1703.

Mero, C. M. M., & Martinez, M. E. M. (2020). Importance of brain knowing for receiving information. International journal of social sciences, 3(1), 7-12.

National Technical-Pedagogical Council. (2013). A Look at the Currents and Theorias Pedagogicas (Vol. 1).

Riera, L., Sansevero, I., & Lúquez, P. (2009). Environmental education: a pedagogical and scientific challenge for teachers in basic education. Laurus, 15 (30), 392-406.

Rodriguez, G. (2016). Learning theorias. Puerto La Cruz.

Salas-Velasco, M. (2007). The transition from higher education to employment in Europe: the analysis of the time to obtain the first job. Higher Education, 54(3), 333-360.

Sanchez, P. K. M., Lopez, C. G. N., Lopez, M. M. L., & Figueroa, Y. G. M. (2019). Learning problems: pedagogical intervention. International Research Journal of Engineering, IT & Scientific Research, 5(6), 25-32.

Schunk, D. (2012). Learning theories an educational perspective.

Shulman, L. S. (2000). Teacher development: Roles of domain expertise and pedagogical knowledge. Journal of applied developmental psychology, 21(1), 129-135.

Suarez, S. L. (2000). Does business learn?: Tax breaks, uncertainty, and political strategies. University of Michigan Press.

Suryasa, W., Zambrano, J., Mendoza, J., Moya, M., & Rodriguez, M. (2020). Mobile devices on teaching-learning process for high school level. International Journal of Psychosocial Rehabilitation, 24(4).

Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and teacher education, 4(2), 99-110.

Tomozii, S. E., & Topală, I. (2014). Why do we need to change the educational paradigms?. Procedia-Social and Behavioral Sciences, 142, 586-591.

Trujillo, L. (2017). Contemporary pedagogical theorias (1 ed.). Bogota, Bogota, Colombia : Areandino.

Villalobos, J. (07 2000). Education And Awareness: Legacies Of Paulo Freire's Thought And Action. (J. Villalobos, Ed.) 4(10).

How to Cite
Vélez, M. G. B., & Sandoval, E. M. F. (2020). Contemporaneous theory in education. International Research Journal of Management, IT and Social Sciences, 7(3), 50-57.
Research Articles