A New Perception of the University Teacher's Professional Identity in the Presence of the European Convergence.

Inhalt

Autor/Urheber	Rosario Mérida Serrano
Institution	Universidad Autónoma de Baja California
Titel	A New Perception of the University Teacher's Professional Identity in the Presence of the European Convergence.
Quelle	In: 1607-4041; Revista Electrónica de Investigación Educativa, Vol 8, Iss 1 (2006)(2006) PDF als Volltext kostenfreie Datei
Sprache	spanisch
Dokumenttyp	online; Zeitschriftenaufsatz
Schlagwörter	Convergencia europea; Espacio Europeo de Educación Superior; enseñanza universitaria; Education; Education (General)
Abstract	This paper presents a critical reflection on the implications emanating from the European convergence process, and which affect how university faculty perceive their teaching. Creating a professional identity implies, among other things, the assumption of a determined mode of situating oneself in the presence of students' construction of knowledge. From Europe come suggestions for the adoption of models focusing on student-based learning; these models invite teachers to use participatory methodologies for managing the classroom, while designing strategies for a more flexible performance. Presented here is a comparative analysis of the functions traditionally assumed by university faculty and those indicated by the European Convergence, based on an analysis of the diverse elements making up the curriculum.
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