Examining the impact of academic development in the Engineering faculties in Chile. Changes in teaching philosophy and teachers' competencies

Roxana Acosta Peña, Marina Tomás-Folch, Mònica Feixas

Research output: Contribution to journalArticleResearchpeer-review

Abstract

The Faculties of Engineering Sciences at Universidad Católica del Norte in Chile regard teacher training as a necessary tool for its academics' professional development and as a fundamental way to improve their teaching quality. The Teaching Unit for Innovation in Engineering (UIDIN) has developed a new curriculum and training programme which seeks to support the faculty in its implementation. This article presents some of the outcomes of a study aimed at qualitatively examining the development of the faculty's conceptions and philosophy of teaching and improvements in pedagogical competencies as a result of the implementation and transfer of the training programme. The teaching philosophy is described in different ways, but overall it considers teaching an act of disciplinary knowledge transfer based on students' interests, skills and attitudes, and with a heavy emphasis on building students' core values. Interviews reveal changes in the participants' learning and competencies due to the training, along with a positive impact on the teachers' lesson planning assessment strategies, students' feedback and the willingness to engage in more reflexive teaching practice.
Original languageEnglish
Pages (from-to)254-270
JournalJournal of Technology and Science Education. JOTSE
Volume7
Issue number2
DOIs
Publication statusPublished - 1 Jan 2017

Keywords

  • Academic development
  • Engineering
  • Impact
  • Teaching competencies
  • Teaching philosophy

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