Examining the impact of academic development in the Engineering faculties in Chile : Changes in teaching philosophy and teachers' competencies
Acosta Peña, Roxana (Universitat Autònoma de Barcelona. Departament de Pedagogia Aplicada)
Tomàs i Folch, Marina (Universitat Autònoma de Barcelona)
Feixas, Mònica (Universitat Autònoma de Barcelona)

Fecha:	2017
Resumen:	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 assessment strategies, students' feedback and the willingness to engage in more reflexive teaching practice.
Derechos:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, sempre que no sigui amb finalitats comercials, i sempre que es reconegui l'autoria de l'obra original.
Lengua:	Anglès
Documento:	Article ; recerca ; Versió publicada
Materia:	Academic development ; Engineering ; Impact ; Teaching competencies ; Teaching philosophy
Publicado en:	Journal of Technology and Science Education, Vol. 7, núm. 2 (2017) , p. 254-270, ISSN 2013-6374

DOI: 10.3926/jotse.258

17 p, 315.7 KB

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