Percepciones de los profesores universitarios sobre la enseñanza y la calidad de la pedagogía de la educación superior: un estudio realizado en Portugal

• Autores: Ana Margarida Veiga Simão, Maria Assunção Flores, Alexandra Barros, Sandra Fernandes, Diana Mesquita
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 38, Nº 1, 2015, págs. 122-143
• Idioma: español
• DOI: 10.1080/02103702.2014.996408
• Títulos paralelos:
  • Perceptions of university teachers about teaching and the quality of pedagogy in higher education: a study in Portugal
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• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Este artículo presenta una investigación que tiene por objetivo estudiar las percepciones de los docentes de educación superior en relación a la calidad de la pedagogía en la educación superior y analizar cuestiones fundamentales en su desarrollo profesional. Los datos fueron recogidos a través de cuestionarios. Participaron, en total, 171 docentes en el estudio que se describe en este artículo. Los resultados sugieren que los participantes reconocen la importancia de la calidad pedagógica y especialmente los principios de transparencia y de intencionalidad. Las motivaciones más importantes que llevan a que los docentes se impliquen en su trabajo y participen actividades de desarrollo profesional son las motivaciones emancipadoras y pedagógicas. Los participantes también indicaron que, en general, están satisfechos en lo que se refiere a su actividad pedagógica.Sin embargo, los que muestran una mayor satisfacción con su desempeño valoran más, en general, la calidad pedagógica. Los que están más satisfechos con el proceso de enseñanza valoran más los principios interacción, democraticidad y negociación con los estudiantes. Por último, se analizan las implicaciones de los resultados obtenidos

  • English

    This paper draws upon a broader piece of research aiming at investigating the perceptions of university teachers about the quality of pedagogy in higher education and their professional development. Data were collected through questionnaires. In total, 171 faculty members participated in the study. Findings indicate that the participants recognized the importance of quality of pedagogy, and particularly the principles of transparency and intentionality. The most important motives for university teachers to engage in professional development opportunities are emancipatory and pedagogical ones. The participants also stress that in general they feel good as far as their teaching activity is concerned. However, those who revealed greater satisfaction with teaching valued more the quality of pedagogy in general. Also, those who feel good in relation to teaching value more the principles of interaction, democratization and negotiation with the students. Implications of the findings are discussed

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