The educational transition in overcoming the preschool and school teacher in the rural context.

Abstract

The article exposes improvement activities for preschool and first grade teachers on the educational transition in the rural context. Its objective is the elaboration of a methodology for the improvement of multigrade teachers that enhances their performance in family orientation in the conduction of the educational transition in the rural context between the Early Childhood and School educational levels for the continuous integral development of the children for their full incorporation into school and life in general. For its conformation, methods from the theoretical level, analysis and synthesis and empirical pedagogical observation to the practice of professional development were used, which revealed the existence of pedagogical and didactic deficiencies that must be resolved to respond to the needs and demands of the rural context. The experience means as technical results the theoretical-methodological clarifications of the content of the educational transition in the process of overcoming the preschool and
school teacher in the rural context.