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    Autoconocimiento y desarrollo de virtudes humanas como base para el ejercicio profesional ético: análisis de una experiencia evaluativa en el contexto universitario
    (Universidad Panamericana, Escuela de Pedagogía, 2020-07-02)
    Chavarría Olarte, Marcela
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    MARCELA CHAVARRIA OLARTE;202130
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    GERMAN ROBERTO SCALZO;648023
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    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    The ethics of virtue has garnered renewed interest in the last fifty years both at a general philosophical level and as applied to business. This trend has been accompanied by con-siderable effort to promote character education in university-level curricula. This article intends to identify and analyze the best core concepts for teaching Business Ethics with an eye on the development of virtues as the basis for the ability to assume ethical commit-ments in professional practice. To this end, fieldwork was carried out with a group of uni-versity students studying business; it examines the degree to which those students have developed human virtues and the effects that intentionally guiding them towards aware-ness of their strengths and areas for opportunity have had on them. The application of the VTR® test was used as a first approach to the qualitative analysis of a complex reality. This study is framed within a concrete pedagogical proposal for teaching and student-support, and informs business ethics professors’ teaching-learning process in the higher education institutions in which they work.
      8  182
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    Práctica reflexiva colectiva: una experiencia de desarrollo profesoral en educación superior
    (Universidad Panamericana, Escuela de Pedagogía, 2019-11-30)
    Camargo Ariza, Katina Isabel
    ;
    Moreno Herrera, Ana Carolina
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    Universidad Panamericana. Campus Ciudad de México. Escuela de Pedagogía
    Reflective practice as a professional development strategy allows us to envision different work scenarios. One of those is known as Collective Reflective Practice, which permits participants to share their pedagogical experience and/or self-assess their own practice in a context of dialogue that sets the conditions for a reflective peer practice. This paper shows the results of an analysis of a collective reflective practice called «Hablemos docencia» (Let’s Talk about Teaching). An initiative developed by the Universidad del Norte’s Center for Teaching Excellence in Barranquilla, Colombia. In this space, professors from different disciplines have the opportunity to reflect on their teaching practices in a group and collaborative setting. Grounded in insights by Tsangaridou and O’Sullivan (1994), we use a quantitative methodology and ex post facto approach, which characterizes the effect of «Hablemos docencia» on a group of professors.
      30  84