Teaching approaches of university professors in Mexico

Título traducido de la contribución: Enfoques de enseñanza de profesores universitarios en México

Etty Haydeé Estévez Nenninger, Claudia Gabriela Arreola Olivarría, Angel Alberto Valdés Cuervo

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

2 Citas (Scopus)

Resumen

This research aims to identify the extent to which university teacher's work intersects with a cognitive-constructivist and comprehensive teaching approach and explore meaningful relationships between teaching approach expressed by the teacher and socio-demographic, academic and teaching career variables. A questionnaire was developed to measure the frequency of teachingactivities specific to cognitive-constructivist instructional approach and comprehensive training (Estevez, 2002; Reigeluth, 1983, 1999). 250 teachers of the two major state universities of Sonora, Mexico were selected in a non-probabilistic way. The analysis of the results was performed using one-way ANOVAs testing and repeated measures, and post hoc Student t test for independent samples. It was concluded that the teachers surveyed developed a high frequency on educational planning activities with cognitive-constructivist approach and comprehensive training, however, an average level was showed in the definition of objectives and strategies related with teach to lea rn.Finally, it was found that the activities with cognitive constructivist orientation was higher in women, in teachers enrolled in a course assignment contract, which have more hours of teacher training and those who devote less time to research. This implies that the practice of activities of a cognitive-constructivist and comprehensive teaching approach is irregular and is affected by personal, academic and labor variables.

Título traducido de la contribuciónEnfoques de enseñanza de profesores universitarios en México
Idioma originalInglés
PublicaciónEducation Policy Analysis Archives
Volumen22
DOI
EstadoPublicada - 2014

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