University teaching: the need of a new paradigm
Interviews with first year students of the university in engineering careers, about the process of adaptation to university life reveal how teachers continue to maintain certain traditional teaching mechanisms that are becoming extemporaneous. On the other hand, it is clear, from the vision that the...
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Unión Matemática Argentina - Facultad de Matemática, Astronomía, Física y Computación
2020
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/REM/article/view/29727 |
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I10-R366-article-297272023-10-25T17:21:07Z University teaching: the need of a new paradigm LA DOCENCIA EN LA UNIVERSIDAD: LA NECESIDAD DE UN NUEVO PARADIGMA Ardenghi, Juan I. Buffo, Flavia E. Teacher training Subjectivity A-didacticism Teaching style Formación docente Subjetividad A-didactismo Estilo docente Interviews with first year students of the university in engineering careers, about the process of adaptation to university life reveal how teachers continue to maintain certain traditional teaching mechanisms that are becoming extemporaneous. On the other hand, it is clear, from the vision that the university professor has of himself, and from the content of the entrance regulations to the university teaching, that there is no requirement of teacher training to occupy such positions. The question that arises is whether, in view of the changes in the profile of the university subject, it can continue be maintained this viewpoint that the university professor does not need to have any type of training in the field of teaching and transmitting a discipline. The teacher training will never be definitive, what it displayed is the subjective position of this teacher that is blurred between opposite poles that represent, on the one hand the a-didacticism, that tendency in which the conditions for learning do not constitute an action to consider since good teaching comes directly from the teacher’s scientific knowledge, and on the other hand, education as a set of prescriptive and normative norms. These polarized positions do not seem to respond to this change in the profile of the students, and we suggest that this has an impact on the performance of the students of the first years. This leads us to think whether teaching at university, at least in our initiatory Mathematics subjects, does not need a different teaching paradigm. Entrevistas con alumnos de primer año de la universidad en carreras de ingeniería, acerca del proceso de adaptación a la vida universitaria, dejan en descubierto cómo se siguen sosteniendo, por parte de los docentes, ciertos mecanismos tradicionales de enseñanza que empiezan a ser extemporáneos. Por otro lado, es claro, desde la visión que tiene el profesor universitario de sí mismo, y desde la letra de los reglamentos de ingreso a la docencia universitaria, que no hay exigencia de formación docente para ocupar dichos cargos. La pregunta que surge es si ante los cambios en el perfil del sujeto universitario se puede seguir sosteniendo esta postura de que el profesor universitario no necesita tener ningún tipo de formación en lo que concierne al oficio de enseñar y transmitir una disciplina. La formación docente nunca será definitiva, lo que entra en juego es la posición subjetiva de este enseñante que queda desdibujada en medio de los polos opuestos que representan, por un lado, el adidactismo, aquella corriente en la que las condiciones para el aprendizaje no constituyen una acción a considerar por parte del docente dado que la buena docencia deviene directamente de sus saberes científicos y, por otro lado, la educación como un conjunto de normas prescriptivas y normativas. Estas posiciones polarizadas no parecen dar respuesta ante este cambio en el perfil del estudiantado, y sugerimos que esto tiene impacto en el desempeño de los cursantes de los primeros años. Esto nos lleva a pensar si la enseñanza en la universidad, al menos en nuestras materias de Matemática iniciáticas, no necesita un paradigma de docente diferente. Unión Matemática Argentina - Facultad de Matemática, Astronomía, Física y Computación 2020-07-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares application/pdf https://revistas.unc.edu.ar/index.php/REM/article/view/29727 10.33044/revem.29727 Revista de Educación Matemática; Vol. 35 Núm. 2 (2020); 21-34 1852-2890 0326-8780 spa https://revistas.unc.edu.ar/index.php/REM/article/view/29727/30517 Derechos de autor 2020 Juan I. Ardenghi, Flavia E. Buffo https://creativecommons.org/licenses/by-sa/4.0/ |
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Universidad Nacional de Córdoba |
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I-10 |
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R-366 |
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Revista de Educación Matemática |
| language |
Español |
| format |
Artículo revista |
| topic |
Teacher training Subjectivity A-didacticism Teaching style Formación docente Subjetividad A-didactismo Estilo docente |
| spellingShingle |
Teacher training Subjectivity A-didacticism Teaching style Formación docente Subjetividad A-didactismo Estilo docente Ardenghi, Juan I. Buffo, Flavia E. University teaching: the need of a new paradigm |
| topic_facet |
Teacher training Subjectivity A-didacticism Teaching style Formación docente Subjetividad A-didactismo Estilo docente |
| author |
Ardenghi, Juan I. Buffo, Flavia E. |
| author_facet |
Ardenghi, Juan I. Buffo, Flavia E. |
| author_sort |
Ardenghi, Juan I. |
| title |
University teaching: the need of a new paradigm |
| title_short |
University teaching: the need of a new paradigm |
| title_full |
University teaching: the need of a new paradigm |
| title_fullStr |
University teaching: the need of a new paradigm |
| title_full_unstemmed |
University teaching: the need of a new paradigm |
| title_sort |
university teaching: the need of a new paradigm |
| description |
Interviews with first year students of the university in engineering careers, about the process of adaptation to university life reveal how teachers continue to maintain certain traditional teaching mechanisms that are becoming extemporaneous. On the other hand, it is clear, from the vision that the university professor has of himself, and from the content of the entrance regulations to the university teaching, that there is no requirement of teacher training to occupy such positions. The question that arises is whether, in view of the changes in the profile of the university subject, it can continue be maintained this viewpoint that the university professor does not need to have any type of training in the field of teaching and transmitting a discipline. The teacher training will never be definitive, what it displayed is the subjective position of this teacher that is blurred between opposite poles that represent, on the one hand the a-didacticism, that tendency in which the conditions for learning do not constitute an action to consider since good teaching comes directly from the teacher’s scientific knowledge, and on the other hand, education as a set of prescriptive and normative norms. These polarized positions do not seem to respond to this change in the profile of the students, and we suggest that this has an impact on the performance of the students of the first years. This leads us to think whether teaching at university, at least in our initiatory Mathematics subjects, does not need a different teaching paradigm. |
| publisher |
Unión Matemática Argentina - Facultad de Matemática, Astronomía, Física y Computación |
| publishDate |
2020 |
| url |
https://revistas.unc.edu.ar/index.php/REM/article/view/29727 |
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