Resumo

CANEDO ORTIZ, Teresa de Jesús  e  FIGUEROA RUBALCAVA, Alma Elena. La práctica docente en educación superior: una mirada hacia su complejidad. Sinéctica [online]. 2013, n.41, pp.2-18. ISSN 2007-7033.

The student learning is result of a diversity of variables, but the role of professor in the level of undergraduate is transcendent. This study explored how is the teaching practice of teachers with pedagogical training, taking as a didactic dimension refers to the importance that teachers give to planning, the methodology they use, in particular discursive strategies of thematic development and discursive strategies of interaction, as well as the assessment of learning. Also discussed whether teachers perceive that received pedagogical training has influenced their teaching. This is carried out extensive quantitative research strategy through a questionnaire, and an intensive qualitative through seven case studies of teachers of a public higher education institution. The results show that teaching practice is dynamic and encourages students in active learning both in terms of thinking and the actions.

Palavras-chave : higher education; practice teaching; teaching; teacher education.

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