Tendencias de la formación profesional docente
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Date
2021-09-06
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El objetivo de este trabajo de investigación fue en los países europeos, la formación profesional universitaria se caracteriza por la
inexistencia de un marco normativo a nivel nacional o regional, por lo que cada
universidad ha creado su propio modelo. Sea cual sea el modelo elegido, debe ser
apropiada con la visión que cada institución superior tiene de su misión y con un perfil
claro de los maestros que considera adecuado. Esta autonomía, básica para que las
universidades definan su propio modelo de formación profesional universitaria, debe ser
compatible con el establecimiento de acuerdos nacionales y enfoques sistémicos que
constituyen la línea general de la formación del profesorado universitario. También es
fundamental la cooperación internacional en la preparación del profesorado basada en la
complementación de las capacidades de las instituciones universitarias para realizar
actividades conjuntas y en las asociaciones para el beneficio recíproco.
Los modelos de desarrollo profesional universitario, debe ser abiertos y flexibles, e
incluir diferentes acuerdos para satisfacer las necesidades de los profesores universitarios
en diferentes etapas de su desarrollo profesional. Sin embargo, también hay que definir
mecanismos y procesos exhaustivos para evaluar el propio modelo. No basta con evaluar la
satisfacción de los usuarios, sino que hay que conocer el impacto de la formación del
trabajo docente y el aprendizaje de los alumnos.
Además de la evaluación, la investigación es un mecanismo que puede facilitar el
análisis de las líneas actuales y futuras de la formación universitaria: identificar el modelo
de FP, valorar su impacto, reconocer las necesidades, definir el escenario en el que operará
el sistema universitario peruano en los próximos años y determinar cómo el profesor
necesidad de promover la investigación en este ámbito para que los programas de
formación se adapten a él y, en consecuencia, mejoren.
Otro reto importante al que se enfrenta la FPU es el establecimiento de normas para
la participación de los profesores. En la mayoría de las universidades, la formación es
voluntaria. Tanto si se quiere mantener este nivel como si la formación es una exigencia de
la profesión docente, hay que mejorar la política de reflexión, difusión, fomento y
reconocimiento de la formación y las buenas prácticas docentes para hacerla más atractiva
a los talentos. Sin embargo, para apoyar la apuesta firme e inequívoca de la FPU por un
modelo de calidad, es fundamental el compromiso financiero de las instituciones, los
recursos humanos y materiales que permitan su desarrollo, así como la cooperación y el
trabajo en red entre universidades estatales y extranjeras. De este modo, la FPU promueve
la profesionalización del sector educativo y contribuye a la mejora de la calidad de la
educación y la enseñanza en un entorno cambiante.
The objective of this research work was in European countries, university professional training is characterized by the lack of a regulatory framework at the national or regional level, so that each university has created its own model. Whichever model is chosen, it must be appropriate to the vision that each higher institution has of its mission and with a profile clear of the teachers that it considers suitable. This autonomy, basic for the universities define their own model of university professional training, it must be compatible with the establishment of national agreements and systemic approaches that constitute the general line of university teacher training. It is also international cooperation in the preparation of teachers based on the complementation of the capacities of university institutions to carry out joint activities and in partnerships for mutual benefit. University professional development models must be open and flexible, and include different agreements to meet the needs of university professors at different stages of their professional development. However, it is also necessary to define comprehensive mechanisms and processes for evaluating the model itself. It is not enough to evaluate the satisfaction of the users, but it is necessary to know the impact of the formation of the teaching work and student learning. In addition to evaluation, research is a mechanism that can facilitate analysis of the current and future lines of university education: identify the model VET, assess its impact, recognize needs, define the scenario in which it will operate the Peruvian university system in the coming years and determine how the professor the need to promote research in this area so that research programs training adapt to it and, consequently, improve. Another major challenge facing the FPU is setting standards for the participation of teachers. In most universities, training is volunteer. Whether you want to maintain this level or if training is a requirement of the teaching profession, it is necessary to improve the policy of reflection, diffusion, promotion and recognition of training and good teaching practices to make it more attractive to the talents. However, to support the FPU's firm and unequivocal commitment to a quality model, the financial commitment of the institutions, the human and material resources that allow its development, as well as the cooperation and networking between state and foreign universities. In this way, the FPU promotes the professionalization of the educational sector and contributes to the improvement of the quality of education and teaching in a changing environment.
The objective of this research work was in European countries, university professional training is characterized by the lack of a regulatory framework at the national or regional level, so that each university has created its own model. Whichever model is chosen, it must be appropriate to the vision that each higher institution has of its mission and with a profile clear of the teachers that it considers suitable. This autonomy, basic for the universities define their own model of university professional training, it must be compatible with the establishment of national agreements and systemic approaches that constitute the general line of university teacher training. It is also international cooperation in the preparation of teachers based on the complementation of the capacities of university institutions to carry out joint activities and in partnerships for mutual benefit. University professional development models must be open and flexible, and include different agreements to meet the needs of university professors at different stages of their professional development. However, it is also necessary to define comprehensive mechanisms and processes for evaluating the model itself. It is not enough to evaluate the satisfaction of the users, but it is necessary to know the impact of the formation of the teaching work and student learning. In addition to evaluation, research is a mechanism that can facilitate analysis of the current and future lines of university education: identify the model VET, assess its impact, recognize needs, define the scenario in which it will operate the Peruvian university system in the coming years and determine how the professor the need to promote research in this area so that research programs training adapt to it and, consequently, improve. Another major challenge facing the FPU is setting standards for the participation of teachers. In most universities, training is volunteer. Whether you want to maintain this level or if training is a requirement of the teaching profession, it is necessary to improve the policy of reflection, diffusion, promotion and recognition of training and good teaching practices to make it more attractive to the talents. However, to support the FPU's firm and unequivocal commitment to a quality model, the financial commitment of the institutions, the human and material resources that allow its development, as well as the cooperation and networking between state and foreign universities. In this way, the FPU promotes the professionalization of the educational sector and contributes to the improvement of the quality of education and teaching in a changing environment.
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Rendimiento académico
Citation
Torre Tutaya, E. A. (2021). Tendencias de la formación profesional docente (Monografía de pregrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.