Teaching Models that Emerge from the Practice of Teachers at the Universidad Iberoamericana del Ecuador

Abstract

The didactics from its educational perspective, is located in the axis of reflection and theoretical operational projection, from the edge of interaction and communication, between the being of education and the dissimilar educational models. Therefore, the present study is based on generating a theoretical approach that arises from the practice of university professors. In this case, the Universidad Iberoamericana del Ecuador (UNIB.E) will be used as the research scenario. As a first objective, the didactic models that are frequent in the practice of university professors were analyzed. The second objective of the study was to interpret the relationship between the explicit theories, and those of common use, that university professors develop in their practice. To this end, the researchers carried out qualitative research based on the interpretative-hermeneutic paradigm, using a method of analysis and ethnographic study. Structured interviews and observations, both validated through expert judgement, were used as data collection techniques. Based on the information obtained, the importance of strengthening the didactic training of some teachers was detailed as important manifestations. Highlighting the conceptualization and effective application of the different models that arise in the andragogical practices of higher education.

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“…The methodology applied for the research was a qualitative approach, characterized by research and understanding of the phenomena, exploring them from the perspective of the students in a natural environment and in relation to their context [30]. The qualitative method is distinguished, when the researcher wants to explore, interpret, and know with breadth and depth the perceptions, emotions, feelings, experiences, approaches and points of view of the people, from the perspective of the students themselves or subjects investigated, in their common environment and in an open manner [31] and [32].…”