TY - JOUR
T1 - Redefiniendo pedagógicas en la Educación Superior
T2 - Un enfoque chileno en la complejidad de un mundo interconectado
AU - Cueto, Juan Pablo Catalán
AU - Carvajal, Alejandro Pérez
AU - Sadradín, Damarys Roy
AU - Yordá, Carolina Chacana
N1 - Publisher Copyright:
© 2024, HISIN (History of Information Systems). All rights reserved.
PY - 2024/6/28
Y1 - 2024/6/28
N2 - Introduction: This study analyses the pedagogical competencies developed by higher education teachers in Chile, with the aim of proposing specific skills adapted to universities, professional institutes and technical training centres. Methodology: Using a sequential mixed approach, the research combines documentary analysis and surveys (quantitative phase) with focus groups (qualitative phase), culminating in an integrative analysis through triangulation. Results: Globalisation and technological advances have increased the complexity of educational governance, requiring a new theoretical framework, such as the Education 2030 agenda, to establish policy priorities and educational commitments. Discussion: The study seeks to develop a qualifications framework for teaching credentials in higher education in Chile, identifying necessary competences and proposing strategies for their implementation and development. Conclusions: The findings seek to contribute to the improvement of teacher training and performance in a globalised environment, helping to shape more effective and relevant educational policies for current challenges.
AB - Introduction: This study analyses the pedagogical competencies developed by higher education teachers in Chile, with the aim of proposing specific skills adapted to universities, professional institutes and technical training centres. Methodology: Using a sequential mixed approach, the research combines documentary analysis and surveys (quantitative phase) with focus groups (qualitative phase), culminating in an integrative analysis through triangulation. Results: Globalisation and technological advances have increased the complexity of educational governance, requiring a new theoretical framework, such as the Education 2030 agenda, to establish policy priorities and educational commitments. Discussion: The study seeks to develop a qualifications framework for teaching credentials in higher education in Chile, identifying necessary competences and proposing strategies for their implementation and development. Conclusions: The findings seek to contribute to the improvement of teacher training and performance in a globalised environment, helping to shape more effective and relevant educational policies for current challenges.
KW - Centrality in learningword
KW - Connectivity
KW - Educational governance
KW - Educational innovation
KW - Higher education
KW - Pedagogical skills
KW - Teacher reflection
KW - Technology-mediated learning
UR - http://www.scopus.com/inward/record.url?scp=85209818935&partnerID=8YFLogxK
U2 - 10.31637/epsir-2024-1069
DO - 10.31637/epsir-2024-1069
M3 - Artículo
AN - SCOPUS:85209818935
SN - 2529-9824
VL - 9
JO - European Public and Social Innovation Review
JF - European Public and Social Innovation Review
ER -