Metodologías de enseñanza de docentes principiantes universitarios. Concepciones y factores de uso
[EN] Teacher development can be influenced by various factors. The implementation of the didactic methodology is evidence of teacher professional development, shown in the model that adopts in his professional practice; whether it is teaching-based or earning-based. This article analyzes the use of...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2021 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/179310 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/179310 |
| Access Level: | acceso abierto |
| Palabra clave: | Beginner teachers Teaching methodology Teaching approaches Induction program Docentes noveles Metodología didáctica Enfoques de enseñanza Programa de formación del profesorado principiante |
| Sumario: | [EN] Teacher development can be influenced by various factors. The implementation of the didactic methodology is evidence of teacher professional development, shown in the model that adopts in his professional practice; whether it is teaching-based or earning-based. This article analyzes the use of the didactic methodology applied by 115 new teachers from all academic areas of four universities in the city of Santo Domingo, Dominican Republic. It was applied to them, the questionnaire to identify the influencing factors on their practice. The CEMEDEPU questionnaire was also applied to them to analyze the most used didactic methodologies. In this analysis, existing correlations are verified between the factors and scales that were measured, quantitatively. The study is carried out to a descriptive deepening of the methodological implementation to understand the teacher development its causes and purposes. In the results obtained, it comes to light which are the factors that influence in teacher professional development evidenced in the implementation of the didactic methodology. It is also observed that novice teachers implement different methodologies according to the year in which they are in the professional practice Everything indicated leads to the recognition of the need to consider for the training of teachers, the stage in which the new teacher is, to achieve that their professional identity is strengthened, and the educational model based on learning is promoted. |
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