Teacher Training for the Integration of the Dual Training System in the Professional Career of Accounting

Abstract

This article addresses the problem of limited teacher training for the effective integration of the Dual Training system in the accounting program at the Technical University of Babahoyo. The research was conducted using a mixed-methods approach, both qualitative and quantitative, based on a hermeneutic paradigm, with a non-experimental, descriptive design. A survey and interviews were administered to active faculty and administrators at the institution, revealing a lack of knowledge about the principles, benefits, and regulatory frameworks of the dual system, as well as significant difficulties in articulating academic theory with professional practice.

In response to this reality, a comprehensive teacher training program was designed, structured into five units: foundations of the dual model, theoretical and legal bases, design of learning experiences, institutional partnerships with companies, and evaluation and continuous improvement mechanisms. Each unit includes specific objectives, theoretical and practical content, clear pedagogical phases, and an evaluation with rubrics and indicators.

The results indicate a high level of teacher willingness to participate in training and to recognize dual training as key to improving educational quality. Finally, the study concludes by recommending the expansion of the training program to other areas, the organization of institutional workshops and collaborative spaces, the creation of an inter-institutional working group to connect universities and businesses, and the implementation of a Dual Classroom-Workshop. Furthermore, it proposes future lines of research focused on inter-institutional comparative studies and practical validation of the proposed model.