Inspiring teachers: the link between teaching styles and student vocation in general elementary education.

Abstract

This study analyzes the relationship between teaching styles and the strengthening of vocation in seventh-grade students in General Basic Education. A qualitative approach with an exploratory type and case study design is adopted, using survey techniques with vocational test instruments and open-ended questionnaires. Through semantic network analysis with Atlas. Ti, it was identified that teaching styles are directly reflected in students' motivation and vocational exploration. The findings indicate that interactive strategies, such as role-playing, debates, and the use of visual resources, foster greater identification with areas of knowledge and strengthen students' confidence in their abilities. However, traditional approaches focused on memorization and repetition limit autonomy and vocational interest. Given these results, it is suggested that active methodologies and extracurricular activities be incorporated to enhance vocational development from Basic General Education onwards. This is also a key factor in strengthening students' vocational identity. This research highlights the need to rethink teaching styles with a more dynamic and personalized approach to contribute to the construction of students' professional future.