Continuous Training in Pedagogical Practice in Students of a Public Pedagogical Institute

Abstract

The purpose of this research was to determine how continuing education influences the teaching practice of students at the Pichari Public Pedagogical Institute, La Convención, Cusco, 2026. The study was conducted using a quantitative approach, using a non-experimental design and an explanatory level. The sample consisted of 80 graduates from the institute. The results demonstrated a statistically significant influence, leaving no room for doubt regarding the influence of continuing education on teaching practice (chi-square = 30.336; p = 0.000), explaining 38.7% of the variability in continuing education. Similarly, the study demonstrated a positive impact on didactic planning (41.4% influence; p = 0.000), while no significant effect was found on teaching delivery (2.9%; p = 0.431) and learning assessment (7.5%; p = 0.084). It was concluded that, while continuing education supports pedagogical practice in its planning dimensions, there are weaknesses in its impact on the implementation and evaluation of pedagogical practice that justify the redesign of comprehensive and contextualized continuing education programs. Research on continuing education recommended strengthening training strategies with a comprehensive approach that articulates theory and practice and contributes to improving the quality of future teaching performance.