Formación e innovación docente universitaria para una educación transformadora: la investigación e indagación reflexiva como requisito

Abstract

Recently, the ability to reflect on teaching and learning is considered a basic competence to be developed in the initial teacher training of university teaching staff and to be promoted throughout their professional careers as teachers. Not only reflection on teaching but also the ability to investigate teaching practice and its effects on student learning in the context of a discipline, degree and institution. One of the main functions of the Center for Teaching and Learning in Higher Education at the Zürich University of Teacher Education is to support teachers participating in its pedagogical training programs in the development of reflective and investigative competencies about their own practice, or in other words, to promote their involvement in teaching performance from an academic perspective (Scholarship of Teaching and Learning-SoTL)(Boyer, 1990) as a way of increasing teaching quality and making the learning of their students visible (Trigwell, 2013). Consequently, we are interested in evaluating the achievement of such development of the capacity for teaching reflection of university professors evidenced in the portfolios and research projects that they carry out as part of the main work of the training program. This contribution describes the theoretical proposals that will give rise to the tool for the evaluation of teachers' reflective and investigative competencies.

Influencia de la formación docente-investigador, en el acrecentamiento de la excelencia académica, Universidad de Guayaquil

“…Para el estudio denominado: "Formación e innovación docente universitaria para una educación transformadora": la investigación e indagación reflexiva como requisito expresó lo siguiente; lo relevante no solo es la reflexión sobre la docencia sino sobre la capacidad para investigar la práctica docente" (Feixas & Zellweger, 2019).…”

Degrees of reflection in academic development: Construction and application of a tool to assess critical reflection in portfolios and projects

“…Brookfield (1987) embodies the notion that this process involves the ability to shift perspectives on one's beliefs and practice. Feixas and Zellweger (2018) point to the reflection about teaching as intrinsic in transformative educational experiences.…”

Transformación de la educación superior: innovación docente y buenas prácticas

“…Nesse contexto, a inovação, segundo Macanchí et al (2020), baseia-se em duas condições fundamentais: a compreensão dos fatores que a influenciam e o complexo processo de assimilação e desenvolvimento do conhecimento dentro de uma organização. No entanto, estimular a inovação não é uma tarefa fácil devido às vantagens econômicas e sociais que gera, bem como outras dimensões que devem ser levadas em conta no processo de inovação (Cedeño et al, 2023;Feixas & Martínez-Usarralde, 2022;Feixas & Zellweger, 2019).…”