310:, and kept developing methodologic strategies to improve quality of education. Having been a teacher himself, Oscar knew that a successful school required successful teachers, so he formed a work force of competent teachers able to attend the diverse problems of the rural school. He also created teacher´s circles, where teachers helped other teachers build their knowledge and where everyone shared their thoughts. He found new ways to keep track of the teachers work, he encouraged the visits of inspectors and technical support, but not to control the teachers, but to support them in their work, he called this
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or educational support. With this idea, the teachers in the most remote geographical areas started to feel the need of networking with the outside world, to be able to share their doubts and get some feedback on their work. He also motivated guided teacher internships, in which the teachers were able
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Mogollón changed the ways of thinking and attitude of teachers in Latin
America and Africa, making them realize the key role they play in the quality of learning. He made visible the teachers of the most geographically remote areas, bringing them pedagogic tools to address the need of the multigrade
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Knowing the limitations of a rural school and taking them into consideration, Mogollón started to innovate strategies to customize the learning process for each boy and girl according to their individual needs. He started to think about the conditions of the rural teacher and he highlighted the need
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that started his career as a teacher in rural
Colombia in 1964. He managed to take into practice the principles of Active school and he proved that it was possible to deliver a better quality of education to the children of the most impoverished areas. By his own initiative, Mogollón organized the
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Mogollón´s thoughts were focused on building a rural school that would answer the problems of low quality, inequality, low coverage and internal deficiency. This is the reason he focused in rural teachers, and knowing that it was difficult to measure the quality of a teacher, specially in the most
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impoverished areas, he developed methods that raised the enthusiasm of teachers, as they became more involved in the school and interested in their own learning . He worked intensively to improve the conditions in which they work and to improve their social image.
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school. He brought to the teachers tools that made them able to analyze deep conceptualizations of evolutive psychology, and learning psychology, didactic and learning strategies integrated in practice, in the classroom and community. He frequently quoted
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of training teachers constantly in order to revitalize their skills and knowledge and to improve their personal and professional growth, and that way create engagement and commitment from the teachers to the school.
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model and the Active school approach, educational models that have been used to improve the quality of education of the poorest children around the world.
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teachers of more than 100 schools to build and develop strategies together that would change the conditions of education in
Colombia. Later in 1976, with
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to see examples of how other schools solved the same problems. This was also an opportunity to generate new ways of teaching and learning.
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