¿Qué significa ser profesor universitario? Un enfoque a través de declaraciones de filosofía de enseñanza-aprendizaje
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Universidad Industrial de Santander
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Resumen: 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 participación en un programa formal de desarrollo docente de una universidad chilena y corresponden a lo que la literatura ha llamado una declaración de filosofía de enseñanzaaprendizaje, es decir, un escrito producto de la reflexión del docente sobre su identidad como profesor y su propia práctica docente. Los textos trabajados fueron anonimizados y sometidos a una codificación basada en el análisis de contenido. Las categorías construidas fueron: a) razones de ser profesor universitario, b) características del profesor universitario, c) rol del profesor universitario, d) marco teórico de la práctica docente y e) metodología de la práctica docente. Finalmente discutimos los resultados, resaltando sus implicaciones para acompañar procesos de formación y desarrollo profesional.Palabras clave: docencia universitaria, declaraciones de filosofía de la enseñanza, análisis de contenido, docentes universitarios, formación de profesores.
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.Keywords: university teaching, statements of teaching philosophy, content analysis, university teachers, teacher training.
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.Keywords: university teaching, statements of teaching philosophy, content analysis, university teachers, teacher training.