Perspectiva de los estudiantes acerca de las prácticas de enseñanza en la Universidad. El caso de las carreras de Ciencias de la Educación de la UNNE.
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Date
2011
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Publisher
Universidad Nacional de Rosario. Facultad de Humanidades y Artes. Escuela de Ciencias de la Educación
Abstract
Description
En el artículo se presentan resultados de una investigación cuyo objeto de estudio
son las percepciones y valoraciones de estudiantes de Ciencias de la Educación de la
Universidad Nacional del Nordeste (UNNE) acerca de las prácticas de enseñanza de
sus profesores. Se trabajó desde un abordaje cualitativo, con una muestra intencional
de doce estudiantes avanzados de la licenciatura y el profesorado utilizando técnicas
como las entrevistas en profundidad y los grupos focales.
Los datos obtenidos permitieron realizar una caracterización de las prácticas de
enseñanza de los profesores desde la perspectiva de los alumnos, e interpretar en
sus discursos los significados atribuidos al conocimiento, la enseñanza y el aprendizaje.
Como argumento central, se sostiene que las percepciones y valoraciones
de los estudiantes se modifican a lo largo de la carrera, en un proceso de formación
que va configurando el modo en que significan la experiencia de ser alumno universitario,
y junto con ella, los significados atribuidos al conocimiento, la enseñanza y el
aprendizaje.
Las prácticas de enseñanza y otras prácticas institucionales, instituyen sentidos
para estos objetos de significación, pero cada sujeto hace una apropiación de esos
significados, mediada por el tipo de relación con el saber que construye.
In the article the results of a research are submitted, which purpose of study are the perceptions and valuations of students of the School of Education Sciences of the UNNE over the practices of teaching of its professors. The work was based on a qualitative approach, with an intentional sample of twelve advanced students of the Degree Course and the teaching course using techniques as in-depth interviews and focus groups. The data gathered allowed to perform a featuring of the teaching practices of the professors from the student’s perspective, and construe in its speeches, the meanings allocated to the knowledge, the teaching and the learning. As core argument, it is stated that the perceptions and valuations of the students are modified throughout the career, in a process of formation, that configures the way in which the experience of being a University student and together with it, the meanings allocated to knowledge, teaching and learning. The teaching practices and other institutional practices constitute senses for these objects of meaning, but each person elaborates his own appropriation of those meanings, mediated by the type of relation with the knowledge that it builds.
In the article the results of a research are submitted, which purpose of study are the perceptions and valuations of students of the School of Education Sciences of the UNNE over the practices of teaching of its professors. The work was based on a qualitative approach, with an intentional sample of twelve advanced students of the Degree Course and the teaching course using techniques as in-depth interviews and focus groups. The data gathered allowed to perform a featuring of the teaching practices of the professors from the student’s perspective, and construe in its speeches, the meanings allocated to the knowledge, the teaching and the learning. As core argument, it is stated that the perceptions and valuations of the students are modified throughout the career, in a process of formation, that configures the way in which the experience of being a University student and together with it, the meanings allocated to knowledge, teaching and learning. The teaching practices and other institutional practices constitute senses for these objects of meaning, but each person elaborates his own appropriation of those meanings, mediated by the type of relation with the knowledge that it builds.
Keywords
Percepciones, Enseñanza Universitaria, Formación, Oficio de Alumno, Perceptions, University education, Formation