Perspectives on the teaching of higher education professors
Keywords:
Research, teachers’ perception, teachers’ beliefs, teaching, higher education, MexicoAbstract
The purpose of this study was to identify the relationship between the teaching perspectives of higher education faculty at the Autonomous University of Yucatan with the teaching profile proposed by it, and to establish whether there is congruence between these beliefs and teaching practice. Participated 284 teachers who were selected by stratified simple random sampling. All responded to the Teaching Perspectives Inventory (Spanish version of the Teaching Perspectives Inventory, amended, Pratt & Collins, 2001). Significant differences were found among four of the f ive teaching perspectives among teachers from different campuses. It was concluded that there is no uniformity in teachers’ beliefs about teaching. It has not yet managed to unite the performance of teachers around a constructivist perspective and / or humanist.
References
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Pozo, J. I: (2006). La nueva cultura del aprendizaje en la sociedad del conocimien-to. En Pozo, J. I, Scheuer, N., Del Puy Pérez Echeverría, Mateos, M., Martín, E., y De la Cruz, M.) Nuevas formas de pensar la enseñanza y el aprendizaje. Las concepciones de profesores y alumnos (pp. 29-50). España: Graó.
Pratt, D. D., & Collins, J. B. (2001). Teaching perspectives inventory. Recuperado el 8 de octubre de 2008 de http://teachingperspectives.com.
Pratt, D. D., Collins, J. B., & Jarvis Selinger, S. (2001). Recuperado el 8 de octubre de 2008 de http://www.one45.com/teachingperspectives/PDF/develop-ment1.pdf.
Pratt, D. D. (2002).Good teaching: one size fits all? In An Up-date on Teaching Theory, Jovita Ross-Gordon (Ed.), San Francisco: Jossey-Bass, Publishers.
Schnotz, W., Vosniadou, S., & Carretero, M. (Eds) (1999). New Perspectives on Conceptual Change (Advances in Learning and Instruction) (Advances in Learning and Instruction), New York, EE. UU.: Pergamon.
Smith, D. C. & Neale, D. C. (1989). The construction of subject matter knowledge in primary science teaching. Teaching and Teacher Education, 5, 1 – 20.
Universidad Autónoma de Yucatán (2002). Modelo Educativo y Académico. Méxi-co: Autor.
Freeman, D. (2002). The hidden side of the work: Teacher knowledge and lear-ning to teach. A perspective from North American educational research on teacher education in English language teaching. Language Teaching. The International Abstracting fournal for Language Teachers and Applied Linguists, 35, 1-13.
Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Re-view of Educational Research, 67, 88-140.
Kane, R., Sandretto, S., & Heath, Ch. (2002). Telling Half the Story: A Critical Review of Research on the Teaching Beliefs and Practices of University Academics. Review of Educational Research, 72, 2, pp. 177–228.
McAlpine, L. & Weston, C. (2000). Ref lection: Issues related to improving profes-sors’ teaching and students’ learning. Instructional Science, 28, pp. 363-385.
Monereo, C. (Coord.) (1999). Enseñar y aprender estrategias. Barcelona: Praxis.
Monereo, C. y Pozo, J. I. (2001). Competencias para sobrevivir en el siglo XXI. Cua-dernos de Pedagogía, 298 (enero), pp. 50-55.
Nunnally, J. C. & Bernstein, I. H. (1994). Psychometric theory (3rd. ed.) New York: McGraw-Hill.
Palacios, J., Marchesi, A. y Coll, C. (2001). Desarrollo psicológico y educación. Psico-logía evolutiva. Madrid: Alianza Editorial.
Patrick, H. y Pintrich, P. R. (2001). Conceptual Change in Teachers’ Intuitive Con-ceptions of Learning, Motivation, and Instruction: The Role of Motivational and Epistemological Beliefs. En Torff, B. y Sternberg, R. Understanding and Teaching the Intuitive Mind: Student and Teacher Learning, (pp. 117-143). London: Lawrence Erlbaum Associates, Publishers.
Pozo, J. I: (2006). La nueva cultura del aprendizaje en la sociedad del conocimien-to. En Pozo, J. I, Scheuer, N., Del Puy Pérez Echeverría, Mateos, M., Martín, E., y De la Cruz, M.) Nuevas formas de pensar la enseñanza y el aprendizaje. Las concepciones de profesores y alumnos (pp. 29-50). España: Graó.
Pratt, D. D., & Collins, J. B. (2001). Teaching perspectives inventory. Recuperado el 8 de octubre de 2008 de http://teachingperspectives.com.
Pratt, D. D., Collins, J. B., & Jarvis Selinger, S. (2001). Recuperado el 8 de octubre de 2008 de http://www.one45.com/teachingperspectives/PDF/develop-ment1.pdf.
Pratt, D. D. (2002).Good teaching: one size fits all? In An Up-date on Teaching Theory, Jovita Ross-Gordon (Ed.), San Francisco: Jossey-Bass, Publishers.
Schnotz, W., Vosniadou, S., & Carretero, M. (Eds) (1999). New Perspectives on Conceptual Change (Advances in Learning and Instruction) (Advances in Learning and Instruction), New York, EE. UU.: Pergamon.
Smith, D. C. & Neale, D. C. (1989). The construction of subject matter knowledge in primary science teaching. Teaching and Teacher Education, 5, 1 – 20.
Universidad Autónoma de Yucatán (2002). Modelo Educativo y Académico. Méxi-co: Autor.
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Published
2011-06-02
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General Articles
How to Cite
Canto y Rodríguez, J. E., & Burgos Fajardo, R. J. (2011). Perspectives on the teaching of higher education professors. Education and Science, 1(39). https://revistaeducacionyciencia.uady.mx/educacionyciencia/article/view/276
