Teaching in higher education. A vision from prospective pedagogy
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Sapienza (Curitiba) |
Texto Completo: | https://journals.sapienzaeditorial.com/index.php/SIJIS/article/view/416 |
Resumo: | The objective of the present study is to describe a metatheory with a prospective pedagogical vision on teaching in higher education based on the experts' assessments with which possible scenarios were constructed. The research was developed with a quantitative and descriptive approach. To collect the data, the Delphi method was used, asking ten experts four rounds of questions using a Likert-type scale analyzed through inferential statistics and measures of central tendency. Among the results, it was obtained that the university should train its teachers to specialize in the acquisition of skills derived from the execution of its internal plans, the breaking of the attendance paradigm, attention to visual disability during virtuality and social pedagogy. In this sense, in the metatheory they are expressed in four potential scenarios that could arise in the future, named as follows: The first: Decent university students lacking pedagogy, the second, called 100% virtual education at least for theoretical careers, the third defined for the adaptation of laboratories aimed at students with special educational needs to integrate them into virtual education and finally, to tend towards a social pedagogy as a model of curricular action. It was concluded that although not all the scenarios are positive, obviously, the idea of having a prospective vision of the future is to know the potential contexts to be able to make the right decisions as a mechanism to use the alternative solutions in the event that any were to arise. problematic situation; so that techniques, methodologies and strategies are used to provide solutions, in order to prevent them and thereby avoid uncertainty so as not to be vulnerable to them. |
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Teaching in higher education. A vision from prospective pedagogyDocencia en educación superior. Una visión desde la pedagogía prospectivaDocência no ensino superior. Uma visão da pedagogia prospectivaDocência no ensino superior, pedagogia, prospectivaTeaching in higher education, pedagogy, prospectiveDocencia en educación superior, pedagogía, prospectivaThe objective of the present study is to describe a metatheory with a prospective pedagogical vision on teaching in higher education based on the experts' assessments with which possible scenarios were constructed. The research was developed with a quantitative and descriptive approach. To collect the data, the Delphi method was used, asking ten experts four rounds of questions using a Likert-type scale analyzed through inferential statistics and measures of central tendency. Among the results, it was obtained that the university should train its teachers to specialize in the acquisition of skills derived from the execution of its internal plans, the breaking of the attendance paradigm, attention to visual disability during virtuality and social pedagogy. In this sense, in the metatheory they are expressed in four potential scenarios that could arise in the future, named as follows: The first: Decent university students lacking pedagogy, the second, called 100% virtual education at least for theoretical careers, the third defined for the adaptation of laboratories aimed at students with special educational needs to integrate them into virtual education and finally, to tend towards a social pedagogy as a model of curricular action. It was concluded that although not all the scenarios are positive, obviously, the idea of having a prospective vision of the future is to know the potential contexts to be able to make the right decisions as a mechanism to use the alternative solutions in the event that any were to arise. problematic situation; so that techniques, methodologies and strategies are used to provide solutions, in order to prevent them and thereby avoid uncertainty so as not to be vulnerable to them.El objetivo del presente estudio es describir una metateoría con visión pedagógica prospectiva sobre la docencia en educación superior, partiendo de las apreciaciones de los expertos con lo que se construyeron posibles escenarios. La investigación se desarrolló con enfoque cuantitativo y descriptivo. Para recabar los datos se trabajó con el método Delphi haciendo cuatro rondas de preguntas a diez expertos mediante una escala tipo Likert analizada a través de la estadística inferencial y las medidas de tendencia central. Dentro de los resultados se obtuvo que la universidad deba formar a sus docentes para especializarlos en la adquisición de competencias que se deriven de la ejecución de sus planes internos, el rompimiento del paradigma de la presencialidad, la atención a la discapacidad visual durante la virtualidad y la pedagogía social. A ese tenor, en la metateoría se expresan en cuatro potenciales escenarios que pudieran presentarse en un futuro, denominados así: El primero: Docentes universitarios carentes de pedagogía, el segundo, denominado educación 100% virtual al menos para las carreras teóricas, el tercero definido por la adaptación de laboratorios dirigidos a estudiantes con necesidades educativas especiales para integrarlos a la educación virtual y por último, propender hacia una pedagogía social como modelo de acción curricular. Se concluyó que aunque no todos los escenarios no son positivos, Evidentemente, que la idea de tener una visión prospectiva del futuro es conocer los potenciales contextos para poder tomar decisiones acertadas como un mecanismo para emplear las alternativas de solución en caso de que se presentase alguna situación problemática; de manera que se empleen técnicas, metodologías y estrategias tendientes a dar aportes solucionarios, en aras de poder prevenirlas y con ello evitar la incertidumbre para no estar vulnerables ante ellas.O objetivo do presente estudo é descrever uma metateoria com uma visão pedagógica prospectiva sobre a docência no ensino superior a partir das avaliações de especialistas com as quais foram construídos cenários possíveis. A pesquisa foi desenvolvida com abordagem quantitativa e descritiva. Para a coleta dos dados, utilizou-se o método Delphi, aplicando-se a dez especialistas quatro rodadas de questões utilizando uma escala do tipo Likert analisada por meio de estatística inferencial e medidas de tendência central. Entre os resultados, obteve-se que a universidade deve formar seus professores para se especializarem na aquisição de habilidades derivadas da execução de seus planos internos, quebra do paradigma assistencial, atenção à deficiência visual durante a virtualidade e pedagogia social. Nesse sentido, na metateoria eles se expressam em quatro cenários potenciais que poderão surgir no futuro, assim denominados: definido para a adaptação de laboratórios destinados a alunos com necessidades educativas especiais para integrá-los no ensino virtual e, por fim, tender para uma pedagogia social como modelo de ação curricular. Concluiu-se que embora nem todos os cenários sejam positivos, obviamente, a ideia de ter uma visão prospectiva do futuro é conhecer os contextos potenciais para poder tomar as decisões certas como mecanismo para utilizar as soluções alternativas no caso surja alguma situação problemática; para que sejam utilizadas técnicas, metodologias e estratégias para oferecer soluções, de modo a preveni-las e, assim, evitar a incerteza para não ficar vulnerável a elas.Sapienza Grupo Editorial2022-06-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://journals.sapienzaeditorial.com/index.php/SIJIS/article/view/41610.51798/sijis.v3i2.416Sapienza: International Journal of Interdisciplinary Studies; Vol. 3 No. 2 (2022): Multidisciplinary Contributions; 854-866Sapienza: International Journal of Interdisciplinary Studies; Vol. 3 Núm. 2 (2022): Aportes Multidisciplinarios; 854-866Sapienza: International Journal of Interdisciplinary Studies; v. 3 n. 2 (2022): Contribuições Multidisciplinares; 854-8662675-978010.51798/sijis.v3i2reponame:Sapienza (Curitiba)instname:Sapienza Grupo Editorialinstacron:SAPIENZAspahttps://journals.sapienzaeditorial.com/index.php/SIJIS/article/view/416/273Copyright (c) 2022 Lucia Germania Chávez Ruano, Sonia Alexandra Holguín Mendoza , Willians Alberto Ardila Lozano, Lucia García Chávezhttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessChávez Ruano, Lucia Germania Holguín Mendoza , Sonia Alexandra Ardila Lozano, Willians Alberto García Chávez, Lucia 2022-12-26T21:19:06Zoai:ojs2.journals.sapienzaeditorial.com:article/416Revistahttps://journals.sapienzaeditorial.com/index.php/SIJISPRIhttps://journals.sapienzaeditorial.com/index.php/SIJIS/oaieditor@sapienzaeditorial.com2675-97802675-9780opendoar:2023-01-12T16:42:59.374243Sapienza (Curitiba) - Sapienza Grupo Editorialfalse |
dc.title.none.fl_str_mv |
Teaching in higher education. A vision from prospective pedagogy Docencia en educación superior. Una visión desde la pedagogía prospectiva Docência no ensino superior. Uma visão da pedagogia prospectiva |
title |
Teaching in higher education. A vision from prospective pedagogy |
spellingShingle |
Teaching in higher education. A vision from prospective pedagogy Chávez Ruano, Lucia Germania Docência no ensino superior, pedagogia, prospectiva Teaching in higher education, pedagogy, prospective Docencia en educación superior, pedagogía, prospectiva |
title_short |
Teaching in higher education. A vision from prospective pedagogy |
title_full |
Teaching in higher education. A vision from prospective pedagogy |
title_fullStr |
Teaching in higher education. A vision from prospective pedagogy |
title_full_unstemmed |
Teaching in higher education. A vision from prospective pedagogy |
title_sort |
Teaching in higher education. A vision from prospective pedagogy |
author |
Chávez Ruano, Lucia Germania |
author_facet |
Chávez Ruano, Lucia Germania Holguín Mendoza , Sonia Alexandra Ardila Lozano, Willians Alberto García Chávez, Lucia |
author_role |
author |
author2 |
Holguín Mendoza , Sonia Alexandra Ardila Lozano, Willians Alberto García Chávez, Lucia |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Chávez Ruano, Lucia Germania Holguín Mendoza , Sonia Alexandra Ardila Lozano, Willians Alberto García Chávez, Lucia |
dc.subject.por.fl_str_mv |
Docência no ensino superior, pedagogia, prospectiva Teaching in higher education, pedagogy, prospective Docencia en educación superior, pedagogía, prospectiva |
topic |
Docência no ensino superior, pedagogia, prospectiva Teaching in higher education, pedagogy, prospective Docencia en educación superior, pedagogía, prospectiva |
description |
The objective of the present study is to describe a metatheory with a prospective pedagogical vision on teaching in higher education based on the experts' assessments with which possible scenarios were constructed. The research was developed with a quantitative and descriptive approach. To collect the data, the Delphi method was used, asking ten experts four rounds of questions using a Likert-type scale analyzed through inferential statistics and measures of central tendency. Among the results, it was obtained that the university should train its teachers to specialize in the acquisition of skills derived from the execution of its internal plans, the breaking of the attendance paradigm, attention to visual disability during virtuality and social pedagogy. In this sense, in the metatheory they are expressed in four potential scenarios that could arise in the future, named as follows: The first: Decent university students lacking pedagogy, the second, called 100% virtual education at least for theoretical careers, the third defined for the adaptation of laboratories aimed at students with special educational needs to integrate them into virtual education and finally, to tend towards a social pedagogy as a model of curricular action. It was concluded that although not all the scenarios are positive, obviously, the idea of having a prospective vision of the future is to know the potential contexts to be able to make the right decisions as a mechanism to use the alternative solutions in the event that any were to arise. problematic situation; so that techniques, methodologies and strategies are used to provide solutions, in order to prevent them and thereby avoid uncertainty so as not to be vulnerable to them. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-06-30 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://journals.sapienzaeditorial.com/index.php/SIJIS/article/view/416 10.51798/sijis.v3i2.416 |
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https://journals.sapienzaeditorial.com/index.php/SIJIS/article/view/416 |
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10.51798/sijis.v3i2.416 |
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spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://journals.sapienzaeditorial.com/index.php/SIJIS/article/view/416/273 |
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https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
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https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Sapienza Grupo Editorial |
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Sapienza Grupo Editorial |
dc.source.none.fl_str_mv |
Sapienza: International Journal of Interdisciplinary Studies; Vol. 3 No. 2 (2022): Multidisciplinary Contributions; 854-866 Sapienza: International Journal of Interdisciplinary Studies; Vol. 3 Núm. 2 (2022): Aportes Multidisciplinarios; 854-866 Sapienza: International Journal of Interdisciplinary Studies; v. 3 n. 2 (2022): Contribuições Multidisciplinares; 854-866 2675-9780 10.51798/sijis.v3i2 reponame:Sapienza (Curitiba) instname:Sapienza Grupo Editorial instacron:SAPIENZA |
instname_str |
Sapienza Grupo Editorial |
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SAPIENZA |
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SAPIENZA |
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Sapienza (Curitiba) |
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Sapienza (Curitiba) |
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Sapienza (Curitiba) - Sapienza Grupo Editorial |
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editor@sapienzaeditorial.com |
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1797051608464359424 |