Creencias sobre enseñanza y aprendizaje en docentes universitarios

Etty Haydee Estévez-Nenninger; Ángel Alberto Valdés-Cuervo; Claudia Gabriela Arreola-Olivarría; María Guadalupe Zavala-Escalante

doi:10.11144/Javeriana.M6-13.CSEA

Creencias sobre enseñanza y aprendizaje en docentes universitarios

Translated title of the contribution: University teacher's beliefs about teaching and learning

Etty Haydee Estévez-Nenninger, Ángel Alberto Valdés-Cuervo, Claudia Gabriela Arreola-Olivarría, María Guadalupe Zavala-Escalante

Departamento de Psicología y Ciencias de la Comunicación

Research output: Contribution to journal › Article › peer-review

13 Scopus citations

Abstract

This paper describes the result of a quantitative, explanatory study that was carried out in order to determine the variables that influence the presence of beliefs about learning- and student-oriented teaching in university teachers. A random sample of 105 teachers participated, using a higher education adaptation of the McCombs & Whisler (1997) survey. The results show that beliefs related to new paradigms coexist with traditional beliefs, and that variables such as the level of scholarly education and hours of teacher training contribute to the presence of beliefs that focus on learning and students.

Translated title of the contribution	University teacher's beliefs about teaching and learning
Original language	Spanish
Pages (from-to)	49-64
Number of pages	16
Journal	Magis
Volume	6
Issue number	13
DOIs	https://doi.org/10.11144/Javeriana.M6-13.CSEA
State	Published - 2014

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10.11144/Javeriana.M6-13.CSEA

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title = "Creencias sobre ense{\~n}anza y aprendizaje en docentes universitarios",

abstract = "This paper describes the result of a quantitative, explanatory study that was carried out in order to determine the variables that influence the presence of beliefs about learning- and student-oriented teaching in university teachers. A random sample of 105 teachers participated, using a higher education adaptation of the McCombs & Whisler (1997) survey. The results show that beliefs related to new paradigms coexist with traditional beliefs, and that variables such as the level of scholarly education and hours of teacher training contribute to the presence of beliefs that focus on learning and students.",

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AU - Estévez-Nenninger, Etty Haydee

AU - Valdés-Cuervo, Ángel Alberto

AU - Arreola-Olivarría, Claudia Gabriela

AU - Zavala-Escalante, María Guadalupe

PY - 2014

Y1 - 2014

N2 - This paper describes the result of a quantitative, explanatory study that was carried out in order to determine the variables that influence the presence of beliefs about learning- and student-oriented teaching in university teachers. A random sample of 105 teachers participated, using a higher education adaptation of the McCombs & Whisler (1997) survey. The results show that beliefs related to new paradigms coexist with traditional beliefs, and that variables such as the level of scholarly education and hours of teacher training contribute to the presence of beliefs that focus on learning and students.

AB - This paper describes the result of a quantitative, explanatory study that was carried out in order to determine the variables that influence the presence of beliefs about learning- and student-oriented teaching in university teachers. A random sample of 105 teachers participated, using a higher education adaptation of the McCombs & Whisler (1997) survey. The results show that beliefs related to new paradigms coexist with traditional beliefs, and that variables such as the level of scholarly education and hours of teacher training contribute to the presence of beliefs that focus on learning and students.

KW - Beliefs

KW - Higher Education

KW - Learning

KW - Teachers

KW - Teaching

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DO - 10.11144/Javeriana.M6-13.CSEA

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VL - 6

SP - 49

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JO - Magis

JF - Magis

IS - 13

ER -

Creencias sobre enseñanza y aprendizaje en docentes universitarios

Abstract

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