A New Perception of the University Teacher’s Professional Identity in the Presence of the European Convergence

A New Perception of the University Teacher’s Professional Identity in the Presence of the European Convergence

This paper presents a critical reflection on the implications emanating from the European convergence process, and which affect how university faculty perceive their teaching. Creating a professional identity implies, among other things, the assumption of a determined mode of situating oneself i...

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第一著者: Mérida Serrano, Rosario
フォーマット: Online
言語:spa
eng
出版事項: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2006
オンライン･アクセス:https://redie.uabc.mx/index.php/redie/article/view/121
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spelling redie-article-1212017-04-19T01:07:07Z A New Perception of the University Teacher’s Professional Identity in the Presence of the European Convergence Nueva percepción de la identidad profesional del docente universitario ante la convergencia europea Mérida Serrano, Rosario European Convergence European Higher Education Area university teaching. Convergencia europea Espacio Europeo de Educación Superior enseñanza universitaria. This paper presents a critical reflection on the implications emanating from the European convergence process, and which affect how university faculty perceive their teaching. Creating a professional identity implies, among other things, the assumption of a determined mode of situating oneself in the presence of students’ construction of knowledge. From Europe come suggestions for the adoption of models focusing on student-based learning; these models invite teachers to use participatory methodologies for managing the classroom, while designing strategies for a more flexible performance. Presented here is a comparative analysis of the functions traditionally assumed by university faculty and those indicated by the European Convergence, based on an analysis of the diverse elements making up the curriculum. En este trabajo se expone una reflexión crítica sobre las repercusiones que emanan del proceso de convergencia europea y que afectan el modo en que el profesorado universitario percibe su docencia. La construcción de una identidad profesional supone, entre otras cosas, asumir un modo determinado de situarse ante la construcción del conocimiento por parte de los estudiantes. Desde Europa se sugiere la asunción de modelos más centrados en los mecanismos de aprendizaje del alumnado y se invita al profesorado a utilizar formas participativas de gestionar el aula, al tiempo que se diseñan estrategias de actuación más flexibles. Aquí se presenta un análisis comparativo entre las funciones tradicionalmente asumidas por el profesorado universitario y las que nos indican la convergencia europea, apoyándonos en el análisis de los diversos elementos que componen el currículum. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2006-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf application/pdf text/html https://redie.uabc.mx/index.php/redie/article/view/121 Revista Electrónica de Investigación Educativa; Vol. 8 No. 1 (2006) Revista Electrónica de Investigación Educativa; Vol. 8 Núm. 1 (2006) 1607-4041 spa eng https://redie.uabc.mx/index.php/redie/article/view/121/1067 https://redie.uabc.mx/index.php/redie/article/view/121/209 https://redie.uabc.mx/index.php/redie/article/view/121/210 https://redie.uabc.mx/index.php/redie/article/view/121/1068 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
eng
format Online
author Mérida Serrano, Rosario
spellingShingle Mérida Serrano, Rosario
A New Perception of the University Teacher’s Professional Identity in the Presence of the European Convergence
author_facet Mérida Serrano, Rosario
author_sort Mérida Serrano, Rosario
title A New Perception of the University Teacher’s Professional Identity in the Presence of the European Convergence
title_short A New Perception of the University Teacher’s Professional Identity in the Presence of the European Convergence
title_full A New Perception of the University Teacher’s Professional Identity in the Presence of the European Convergence
title_fullStr A New Perception of the University Teacher’s Professional Identity in the Presence of the European Convergence
title_full_unstemmed A New Perception of the University Teacher’s Professional Identity in the Presence of the European Convergence
title_sort new perception of the university teacher’s professional identity in the presence of the european convergence
description This paper presents a critical reflection on the implications emanating from the European convergence process, and which affect how university faculty perceive their teaching. Creating a professional identity implies, among other things, the assumption of a determined mode of situating oneself in the presence of students’ construction of knowledge. From Europe come suggestions for the adoption of models focusing on student-based learning; these models invite teachers to use participatory methodologies for managing the classroom, while designing strategies for a more flexible performance. Presented here is a comparative analysis of the functions traditionally assumed by university faculty and those indicated by the European Convergence, based on an analysis of the diverse elements making up the curriculum.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2006
url https://redie.uabc.mx/index.php/redie/article/view/121
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