Calidad de la educación superior: imaginario docente en el contexto de la práctica pedagógica
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Fecha
2019
Autores
García Burgos, Jorge
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
A continuación, se presentan los resultados de una investigación que tuvo por finalidad abordar la temática relacionada con la calidad de la educación superior, partiendo del imaginario docente en el contexto de la práctica pedagógica en Colombia. Para tal fin se diseñó una investigación de perfil cualitativo que, con apoyo de la revisión documental estructurada y herramientas de campo como la entrevista, facilitó evaluación de 8 participantes (docentes) del Programa de Maestría en Educación de la Universidad Simón Bolívar en la ciudad de Barranquilla. Los resultados indican que la calidad es aún un concepto que tiene múltiples interpretaciones en el imaginario docente, aún más cuando se
trata de replicar desde el contexto empresarial al educativo, lo cual genera diferencias importantes. Por otra parte, el marco regulatorio de este componente en Colombia se orienta a la acreditación institucional por medio de los lineamientos definidos en el
Acuerdo 03 de 2017, no obstante, la crítica de los autores a este mecanismo radica en que se ha convertido en una herramienta para mejorar el posicionamiento competitivo de la institución y no con el propósito de lograr la excelencia realmente. En definitiva, las prácticas pedagógicas son las que materializan la calidad en la educación superior, por ende, es el docente la figura principal que puede ayudar a construir un mejor sistema educativo. Se concluye que la articulación entre la comunidad de aprendizaje (docentes y estudiantes), las políticas y lineamientos institucionales y el contexto externo, es fundamental para definir las mejores prácticas docentes en función de su conocimiento, competencias y habilidades.
The following are the results of a research project that aimed to address the issue of quality in higher education, based on the imaginary of teachers in the context of pedagogical practice in Colombia. To this end, a qualitative profile research was designed that, with the support of the structured documentary review and field tools such as the interview, facilitated the inspection of 8 participants (teachers) of the Master of Education program at the Simón Bolívar University in the city of Barranquilla. The results indicate that quality is still a concept that has multiple interpretations in the teaching imaginary, even more so when it comes to replicating from the business to the educational context, which generates important differences. On the other hand, the regulatory framework of this component in Colombia is oriented towards institutional accreditation through the guidelines defined in Agreement 03 of 2017; however, the authors' criticism of this mechanism lies in the fact that it has become a tool to improve the competitive positioning of the institution and not with the purpose of really achieving excellence. In short, pedagogical practices are those that materialize quality in higher education; therefore, it is the teacher who is the main figure that can help build a better educational system. It is concluded that the articulation between the learning community (teachers and students), institutional policies and guidelines, and the external context is fundamental for defining best teaching practices based on knowledge, competencies, and skills.
The following are the results of a research project that aimed to address the issue of quality in higher education, based on the imaginary of teachers in the context of pedagogical practice in Colombia. To this end, a qualitative profile research was designed that, with the support of the structured documentary review and field tools such as the interview, facilitated the inspection of 8 participants (teachers) of the Master of Education program at the Simón Bolívar University in the city of Barranquilla. The results indicate that quality is still a concept that has multiple interpretations in the teaching imaginary, even more so when it comes to replicating from the business to the educational context, which generates important differences. On the other hand, the regulatory framework of this component in Colombia is oriented towards institutional accreditation through the guidelines defined in Agreement 03 of 2017; however, the authors' criticism of this mechanism lies in the fact that it has become a tool to improve the competitive positioning of the institution and not with the purpose of really achieving excellence. In short, pedagogical practices are those that materialize quality in higher education; therefore, it is the teacher who is the main figure that can help build a better educational system. It is concluded that the articulation between the learning community (teachers and students), institutional policies and guidelines, and the external context is fundamental for defining best teaching practices based on knowledge, competencies, and skills.
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Palabras clave
Educación superior, Calidad, Imaginario docente, Práctica pedagógica, Higher education, Quality, Teaching imaginary, Pedagogical practice