Fundamentos teóricos de la Educación Universitaria, sus artífices e incidencias en el currículo promovido
DOI:
https://doi.org/10.15359/ree.13-2.10Keywords:
curriculum, teachers, teacher’s training, pedagogical training, professionalAbstract
It is possible to think, that as well as the policies enrich the curriculum the pedagogy in its practical art pretends to be the necessary input to foster knowledge in life. This means, that the educator with pedagogical training could be capable of transforming disciplinary knowledge into an understandable, practical, and meaningful one, due to the fact that they turn pedagogy as the instrument that will allow them to put the curricular policy into practice, transforming the educational process into a process of quality.
Moreover, we consider that most part of the professionalization of teaching could depend on a continuous or permanent process of faculty training, resulting in the professional growth of teachers and consequently of students. This process will evoke “knowledge to the service of life and to the improvement of quality of life” (Flores, 1994, p. XXV), which means meaningful learning due to teaching methods in agreement with what the curricular proposal dictates and looks for.
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