Aportes para la transformación y nuevos imaginarios de la formación profesoral universitaria: una mirada desde los contextos virtuales contemporáneos
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Fecha
2024
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Con el propósito de plantear aportes significativos para la transformación en la configuración de la educación superior virtual a partir de la mirada e imaginarios del cuerpo profesoral de la Universidad Simón Bolívar sede Cúcuta, se plantea desde una postura epistemológica sociocrítica esta investigación de enfoque cualitativo utilizando el método de investigación acción participativa (IAP) con interpretación y análisis de hallazgos mediante la teoría fundamentada en momentos descriptivos y relacionales. A través de una cartografía, se plasmó el análisis de los resultados de una encuesta basada en las percepciones e imaginarios de los profesores sobre la educación virtual desde ejes categoriales previamente definidos. Posteriormente, se construyó un modelo de formación profesoral basado en transformaciones previas del programa Líderes MediaTIC y en las percepciones de profesores participantes de un grupo focal para confirmar los hallazgos y obtener una visión integral de su impacto. Se diseñan e implementan cursos virtuales, evaluando el impacto en los imaginarios transformados sobre la educación superior virtual y la aplicación del modelo en el cuerpo profesoral.
En conclusión, el modelo propuesto facilita la adaptación de recursos y actividades tecnológicas en la educación superior, generando transformaciones en los imaginarios del profesorado. Además, se destaca su relevancia en el contexto educativo colombiano, respondiendo a las apuestas del Ministerio de Educación Nacional y permitiendo el acceso a la educación en modalidad virtual a un mayor número de personas. Cabe señalar que el modelo es susceptible de adaptarse en otras instituciones de educación superior a través de los ajustes pertinentes.
With the purpose of proposing significant contributions for the transformation in the configuration of virtual higher education from the gaze and imaginaries of the faculty of the Simon Bolivar University in Cúcuta, this qualitative research is proposed from a socio-critical epistemological position using the participatory action research (PAR) method, with interpretation and analysis of findings through grounded theory in descriptive and relational moments. Through a cartography, the results of a survey based on teachers' perceptions and imaginaries about virtual education were analyzed from previously defined categorical axes. Subsequently, a teacher training model was built based on previous transformations of the MediaTIC Leaders program and on the perceptions of teachers participating in a focus group to confirm the findings and obtain a comprehensive view of its impact. Virtual courses are designed and implemented, evaluating the impact on the transformed imaginaries of virtual higher education and the application of the model in the faculty. In conclusion, the proposed model facilitates the adaptation of technological resources and activities in higher education, generating transformations in the imaginaries of the teaching staff. In addition, its relevance in the Colombian educational context is highlighted, responding to the commitments of the Ministry of National Education and allowing access to education in virtual mode to a greater number of people. It should be noted that the model can be adapted in other higher education institutions through appropriate adjustments.
With the purpose of proposing significant contributions for the transformation in the configuration of virtual higher education from the gaze and imaginaries of the faculty of the Simon Bolivar University in Cúcuta, this qualitative research is proposed from a socio-critical epistemological position using the participatory action research (PAR) method, with interpretation and analysis of findings through grounded theory in descriptive and relational moments. Through a cartography, the results of a survey based on teachers' perceptions and imaginaries about virtual education were analyzed from previously defined categorical axes. Subsequently, a teacher training model was built based on previous transformations of the MediaTIC Leaders program and on the perceptions of teachers participating in a focus group to confirm the findings and obtain a comprehensive view of its impact. Virtual courses are designed and implemented, evaluating the impact on the transformed imaginaries of virtual higher education and the application of the model in the faculty. In conclusion, the proposed model facilitates the adaptation of technological resources and activities in higher education, generating transformations in the imaginaries of the teaching staff. In addition, its relevance in the Colombian educational context is highlighted, responding to the commitments of the Ministry of National Education and allowing access to education in virtual mode to a greater number of people. It should be noted that the model can be adapted in other higher education institutions through appropriate adjustments.
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Palabras clave
Capacidades del profesorado, Educación Superior virtual, Formación profesoral, Imaginarios sociales, Pedagogía digital, Teacher capabilities, Virtual Higher Education, Teacher training, Social imaginaries, Digital pedagogy