Representaciones implícitas de innovación curricular de profesores de educación superior
Journal
Revista Panamericana de Pedagogía
Publisher
Universidad Panamericana, Escuela de Pedagogía
Date Issued
2022
Author(s)
Ramos Ramírez, Briseda Noemí
Barrón Tirado, María Concepción
Type
Resource Types::text::Non-primary product
Abstract
The article presents the results of an investigation about the implicit representations of higher education teachers about curricular innovation and its relationship with classroom performance. The study was carried out with teachers of a degree from the University of Colima, in which the competency-based model was implemented as part of a curricular innovation process. Fourteen teachers participated. The research was carried out under a qualitative descriptive approach and a questionnaire based on dilemmas and open questions was used as an instrument for collecting information. It can be affirmed that the analysis of the implicit representations of the teachers begins in the self-perception regarding their performance; their beliefs, cultural background and their social context, which is decisive in their conception regarding learning, teaching, evaluation and innovation. In general terms, commitment to teaching, interest in students and the contradiction between linear or progressive thinking and a practice that adds didactic tools that boast metacognitive results are identified, all of this immersed in a context of construction and reconstruction of teaching continuously.
File(s)
Representaciones implícitas de innovación curricular de profesores de educación superior
License
Acceso Abierto
How to cite
Ramos Ramírez, B. N., & Barrón Tirado, M. C. (2022). Representaciones implícitas de innovación curricular de profesores de educación superior. Revista Panamericana de Pedagogía, 34, 141–160. https://doi.org/10.21555/rpp.vi34.2586
Table of contents
Introducción -- Referente teórico -- Las representaciones implícitas y explícitas -- Metodología -- Resultados -- Conclusiones