Methodological procedure to perfect the teaching-learning process of the subject History of Psychology in the formation of the educational psychologist

Abstract

The following article arises when determining some deficiencies in the teaching-learning process of the subject History of Psychology, when employing methods of the theoretical level such as: analysis-synthesis, historical-logical, documentary analysis, criticism by levels, and empirical methods: observation to classes and individual interview to students and teachers were determined. In order to attenuate them, it is proposed to elaborate a methodological procedure with the purpose of favoring the teaching-learning process of the subject in the formation of the educational psychologist. It consists of four actions that serve as a guide for teachers in their teaching performance. The results achieved with the implementation of the procedure reflect its relevance, consisting of: a better knowledge of the contents of the subject, and the establishment of interdisciplinary relations with other preceding and synchronic disciplines, greater motivation of students for the contents of the subject and better academic results of the same.