Challenges of the university teacher: a role that is permanently re-configured
DOI:
https://doi.org/10.21615/cesodon.33.1.8Keywords:
Professor, university, pedagogics models, didactic, learningAbstract
The teaching profession constitutes a permanent challenge for those who exercise it, because socially it is one of the least valued professions. However, it is the obligation of training the citizens of the future, in any of the periods in which it is exercise. An approach to the duty of the university professor is present, taking into account that it is configure and reconfigure in a work of importance, associated with the educational quality. There are not only values that be taken for this exercise, but also the challenges that the constantly changing world assigns to it for the integral training of future professionals. This reflection was product from academic conversations of some members of the educational community of a health area.
Downloads
References
Amado Apóstolo Ventura MC, Andrade Marques da Conceição e Neves MM, Exposto Costa Loureiro CR, Frederico-Ferreira MM, Pires Cardoso EM. (2011). O “bom professor” – opinião dos estudantes. Revista de Enfermagem Referência - III - n.° 5.
Benzi Zenteno, I y Soto Herrera C. (2006) Teoría Kantiana de la actividad mental: Algunos problemas desde la ciencia cognitiva. Revista de Filosofía Volumen 62,41-58. http://dx.doi.org/10.4067/S0718-43602006000100003
da Rosa SS (1997). Construtivismo e Mudança. 5ª edição. São Paulo: Cortez, (Coleção questões da nossa época. V. 29)
Gardner H (2005). Las cinco mentes del futuro. Ediciones Paidós Ibérica S.A. Mariana Cubí, 92-08021. Barcelona. ISBN 84-493-1675-8
--- (2011). Las inteligencias múltiples. La teoría en la práctica. Editorial Paidós Ibérica. 384 pgs.
Laudadío J (2015). Ser profesor universitario, desafío digno de ser emprendido. Perspectiva Educacional. Formación de Profesores. Vol. 54(1), Pp. 163-177
Neira Z, E. (2011). Perfil del buen docente universitario. Recuperado el 2 de septiembre de 2016, de http://webdelprofesor.ula.ve/cjuridicas/neirae/pdf/ensayos/8docenteuniversitario.pdf
Sagan C (2000). El mundo y sus demonios. Editorial Planeta. Madrid. 439 pgs.
Sánchez-Amaya, T. y González-Melo, H. S. (2016). Saber pedagógico: fundamento del ejercicio docente. Educ. Educ., 79(2), 241-253. DOI:10.5294/edu.2016.19.24
Santiago Jiménez, M.E.; Parra Victorino, J.B.; Murillo Murillo, M. (2012). Docente intelectual: gestor de la reflexión crítica. Perfiles educativos. Vol.34 No.137. pp.164-178
Sensevy G y Mercier A. (2008) Agir ensemble: l’action didactique conjointe du professeur et des élèves. Rennes: PUR. Capítulo traducido al español con la amable autorización de los autores, por Juan Duque y revisión de René Rickenmann. 34 pgs.
Toledo de Mendonça, E; Minardi Mitre Cotta, R; de Paula Lelis, V; Carvalho Junior, P. M. Paradigmas e tendências do ensino universitário: a metodologia da pesquisa-ação como estratégia de formação docente. Interface - Comunicação, Saúde, Educação, vol. 19, núm. 53, 2015, pp. 373-386
UNESCO. Foro mundial sobre la educación 2015. 19-22 de mayo de 2015, Incheon, República de Corea. En: [http://es.unesco.org/world-education-forum-2015/5-key-themes/el-aprendizaje-lo-largo-de-toda-la-vida]. Consultado el 12-06-2016.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 CES Odontología
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
| Article metrics | |
|---|---|
| Abstract views | |
| Galley vies | |
| PDF Views | |
| HTML views | |
| Other views | |
