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¿Qué significa ser profesor universitario? Un enfoque a través de declaraciones de filosofía de enseñanza-aprendizaje

 

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Título alternativo: What does it mean to be a teacher at the University level? An approach through statements of teaching philosophy
Author: Drago Camus, Claudia
Espejo Leupin, Roberto
González Monteagudo, José
Department: Universidad de Sevilla. Departamento de Teoría e Historia de la Educación y Pedagogía Social
Date: 2016
Document type: Article
Abstract: En este artículo presentamos un trabajo de investigación sobre la percepción de la identidad del docente universitario, a través del análisis de contenido de un conjunto de 73 textos. Estos fueron producidos por docentes universitarios durante su...
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In this article we report the results of our research on the meaning of being a university teacher, which was developed through the content analysis of 73 texts produced by the participants of a teacher development program in a Chilean university. These texts correspond to what has been called a statement of teaching philosophy, i.e., a reflective text that intends to establish the teacher identity and the teaching practice of its author. Texts were anonymised and codified according to usual content analysis techniques. The categories produced from the material were: a) reasons for becoming a university teacher, b) relevant characteristics of a university teacher c) the role of the university teacher, d) the theoretical framework of the teaching practice, and e) the methodology of the teaching practice. Finally, we discuss our results underlining the implications for accompanying the training and the professional development of university teachers
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URI: http://hdl.handle.net/11441/68157

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