Examining the impact of academic development in the engineering faculties in Chile: Changes in teaching philosophy and teachers' competencies
The Faculties of Engineering Sciences at Universidad Católica del Norte in Chile regard teacher training as a necessary tool for its academics’ professional development and as a fundamental way to improve their teaching quality. The Teaching Unit for Innovation in Engineering (UIDIN) has developed a...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2017 |
| País: | España |
| Institución: | Universitat Politècnica de Catalunya (UPC) |
| Repositorio: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglés |
| OAI Identifier: | oai:upcommons.upc.edu:2117/106538 |
| Acceso en línea: | https://hdl.handle.net/2117/106538 |
| Access Level: | acceso abierto |
| Palabra clave: | Teaching and learning in higher education Teaching--Methodology Teaching--Philosophy Competency-based education Academic development Teaching philosophy Teaching competencies Impact Engineering Conceptions about teaching and learning Ensenyament universitari Ensenyament -- Filosofia Competències professionals -- Ensenyament Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Ensenyament universitari Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docents |
| Sumario: | The Faculties of Engineering Sciences at Universidad Católica del Norte in Chile regard teacher training as a necessary tool for its academics’ professional development and as a fundamental way to improve their teaching quality. The Teaching Unit for Innovation in Engineering (UIDIN) has developed a new curriculum and training programme which seeks to support the faculty in its implementation. This article presents some of the outcomes of a study aimed at qualitatively examining the development of the faculty’s conceptions and philosophy of teaching and improvements in pedagogical competencies as a result of the implementation and transfer of the training programme. The teaching philosophy is described in different ways, but overall it considers teaching an act of disciplinary knowledge transfer based on students’ interests, skills and attitudes, and with a heavy emphasis on building students’ core values. Interviews reveal changes in the participants’ learning and competencies due to the training, along with a positive impact on the teachers’ lesson planning and assessment strategies and students’ feedback and the willingness to engage in more reflexive teaching practice |
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