Teaching Practices and Beliefs of University Teachers in Chile

Teaching Practices and Beliefs of University Teachers in Chile

This paper discusses the teaching practices and beliefs of university teachers in the city of Temuco in Chile. To that effect, twelve university teachers working with fourth and fifth-level students in a health degree were asked open-ended questions. Data analysis followed the principles of grounded...

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Hauptverfasser: Montanares, Elizabeth Gloria, Junod López, Pablo Antonio
Format: Online
Sprache:spa
Veröffentlicht: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2018
Online Zugang:https://redie.uabc.mx/index.php/redie/article/view/1383
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spelling redie-article-13832020-12-11T17:58:00Z Teaching Practices and Beliefs of University Teachers in Chile Creencias y prácticas de enseñanza de profesores universitarios en Chile Montanares, Elizabeth Gloria Junod López, Pablo Antonio educación de la salud pedagogía medios pedagógicos This paper discusses the teaching practices and beliefs of university teachers in the city of Temuco in Chile. To that effect, twelve university teachers working with fourth and fifth-level students in a health degree were asked open-ended questions. Data analysis followed the principles of grounded theory (GT) methodology. Open coding was used for the analysis, which produced the category “Teaching practices and beliefs” and four sub-categories: 1) educational planning, 2) teaching methodology, 3) an epistemological model of teaching, and 4) the micro-curriculum. The results of the study show that, as part of their teaching beliefs, teachers place value on practices that make it easier for students to participate and be active in class, but which are also inflexible and restricted by aspects such as planning and previously established programs. Consequently, they need to examine the basis of their beliefs and pedagogical knowledge more thoroughly to inject new meaning into their work in the classroom, thus improving education at this level. Este artículo discute las creencias y prácticas de enseñanza de profesores universitarios en Temuco (Chile). Para ello se aplicó una encuesta con preguntas abiertas a 12 profesores que imparte en los niveles 4o. y 5o. de una carrera del área de la salud. Para el análisis de los datos se utilizó la metodología de la Teoría Fundamentada (TF) y se consideró la codificación abierta, de la cual emergió la categoría Creencias y Prácticas de enseñanza, y cuatro subcategorías: 1) Planificación de la enseñanza, 2) Metodología de enseñanza 3) Modelo epistemológico de enseñanza y 4) Microcurrículum. Los resultados del estudio muestran que dentro de las creencias de los profesores sobre la enseñanza, se valoran prácticas que si bien facilitan que el estudiante participe de forma activa en el aula, son rígidas y están limitadas por elementos como la planificación y los programas previamente construidos; por consiguiente, requieren profundizar en el origen de sus creencias y conocimientos pedagógicos para resignificar su quehacer en el aula y mejorar la educación en este nivel. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2018-02-09 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf application/xml https://redie.uabc.mx/index.php/redie/article/view/1383 10.24320/redie.2018.20.1.1383 Revista Electrónica de Investigación Educativa; Vol. 20 No. 1 (2018); 93 - 103 Revista Electrónica de Investigación Educativa; Vol. 20 Núm. 1 (2018); 93 - 103 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/1383/1609 https://redie.uabc.mx/index.php/redie/article/view/1383/1618 https://redie.uabc.mx/index.php/redie/article/view/1383/1862 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Montanares, Elizabeth Gloria
Junod López, Pablo Antonio
spellingShingle Montanares, Elizabeth Gloria
Junod López, Pablo Antonio
Teaching Practices and Beliefs of University Teachers in Chile
author_facet Montanares, Elizabeth Gloria
Junod López, Pablo Antonio
author_sort Montanares, Elizabeth Gloria
title Teaching Practices and Beliefs of University Teachers in Chile
title_short Teaching Practices and Beliefs of University Teachers in Chile
title_full Teaching Practices and Beliefs of University Teachers in Chile
title_fullStr Teaching Practices and Beliefs of University Teachers in Chile
title_full_unstemmed Teaching Practices and Beliefs of University Teachers in Chile
title_sort teaching practices and beliefs of university teachers in chile
description This paper discusses the teaching practices and beliefs of university teachers in the city of Temuco in Chile. To that effect, twelve university teachers working with fourth and fifth-level students in a health degree were asked open-ended questions. Data analysis followed the principles of grounded theory (GT) methodology. Open coding was used for the analysis, which produced the category “Teaching practices and beliefs” and four sub-categories: 1) educational planning, 2) teaching methodology, 3) an epistemological model of teaching, and 4) the micro-curriculum. The results of the study show that, as part of their teaching beliefs, teachers place value on practices that make it easier for students to participate and be active in class, but which are also inflexible and restricted by aspects such as planning and previously established programs. Consequently, they need to examine the basis of their beliefs and pedagogical knowledge more thoroughly to inject new meaning into their work in the classroom, thus improving education at this level.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2018
url https://redie.uabc.mx/index.php/redie/article/view/1383
_version_ 1715723558466879488

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