Analysis of the Discourse of University Teachers on Educational Practices
DOI:
https://doi.org/10.21664/2238-8869.2022v11i4.p236-252Keywords:
education, teachers, universityAbstract
Within the theme of the teaching role in the educational service, an analysis of the teachers' discourse is carried out, with the aim of describing the characteristics of teaching practices. Zaltman's metaphor elicitation technique is implemented to stimulate discourse and develop a content analysis of semi-structured interviews with key informants. The results show the perception of teachers about the process of teaching practices in the educational service, concluding in the identification of three relevant circuits related to the processes of motivation, context and innovation, which allow feedback to the learning process.
References
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Villalobos-Claveria, A. A., & Melo-Hermosilla, Y. M. (2019). Teacher narratives as a resource for understanding the didactic transfer of the university professor. Formacion Universitaria, 12(1), 121-132.
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Zaltman, G. (1996). Metaphorically Speaking. New technique uses multidisciplinary ideas to improve qualitative research. Marketing Research, 8(2), 13-20.
Zaltman, G. (2014). Are You Mistaking Facts for Insights? Journal of Advertising Research, 373-376.
Zaltman, G., & Higie-Coulter, R. (1994). Using the Zaltman Metaphor Elicitation Technique to Undersatnd Brand Images. Advances in Consumer Research, 21, 501-507.
Zaltman, G., & Higie-Coulter, R. (1995). Seeing de Voice of the Customer: Methapor-based Advertising Research. Journal of Advertising Research, 35(4), 34-51.
Zambrano, E. L. (2018). Prácticas pedagógicas para el desarrollo de competencias ciudadanas. Revista Electrónica de Investigación Educativa, 20(1), 69-82.
Zapata, D. E. M., & Rey, J. E. V. (2015). Knowledge management in organizations: A necessary encounter of digital platforms, communications, education and culture. Revista Lasallista De Investigacion, 12(2), 105-111.
Bara, F. E., & Vinagre, T. M. (2016). Why do you want to become a teacher?, what makes a good teacher? ideas for university education. Bordon, 68(2), 185-198.
Benítez-Restrepo, M. (2020). Academic culture and teaching-learning in the higher education. A review of literature. Magis, 13
Billeke, C. H., & Pastene, B. V. (2018). Use of the electronic device/cell phone by pedagogy students in the university classroom. Opcion, 34(87), 155-182.
Billi, M., Urquiza Gómez, A., & Feres Klenner, C. (2017). Environmental communication and non-conventional renewable energy projects. content analysis of chilean mass media. Revista Latina De Comunicacion Social, 72, 1218-1237.
Bottero, R. R. (2013). Education and pedagogy in the context of neoliberalism and globalization. Perfiles Educativos, 35(142), 149-166.
Brunner, J. J., Vargas, J. R. L., Ganga, F., & Rodríguez-Ponce, E. (2019). Teoría del capitalismo académico en los estudios de educación superior. Revista Electronica De Investigacion Educativa, 21(1), 1-13.
Cavooris, R. (2017). Clase, capitalismo, y contingencia nacional en la obra de René Zavaleta. Trabajos yComunicaciones, 46, e044.
Cortés Díaz, M., Ferreira Villa, C., & Arias Gago, A. R. (2021). Fundamentos del diseño universal para el aprendizaje desde la perspectiva internacional. Revista Brasileira De Educacao Especial, v. 27.
De la Cruz, J. M. S. (2021). Emerging tensions in sectoral coordination and the political economy of national higher education systems in contemporary capitalism. Revista Pedagogia Universitaria y Didactica Del Derecho, 8(1), 305-324.
Díaz-Campo, J., & Segado-Boj, F. (2016). Indicaciones éticas en las revistas de educación indexadas en la WoS. Profesional De La Información, 25(5), 738–746.
Díez Villoria, E., & Sánchez Fuentes, S. (2015). Universal design for learning as a teaching method in order to meet the need for diversity in universities. Aula Abierta, 43(2), 87-93.
Fernández-Portero, I. (2020). Universal design for learning: A paradigm for the development of reading skills in foreign languages through affective networks. Tejuelo, 32, 7-36.
Fiorino, Víctor Rafael Martin, Milton Arrieta-López, Flor Maria Ávila-Hernández, e Yanelis Ramos Martínez (2022). “Los Límites Del Futuro: Tecnociencia, Ética Y Gobernanza De Los Bienes Comune”s. Fronteiras: Journal of Social, Technological and Environmental Science 11 (1), 333-44.
Fuentes, G. Y., Moreno-Murcia, L. M., Rincón-Tellez, D. C., & Silva-Garcia, M. B. (2021). Evaluation of soft skills in higher education. Formacion Universitaria, 14(4), 49-60.
Guerrero-Cuentas, H. R., Morales-Ortega, Y., Nuñez-Rios, G. P., & Medina-Fonseca, E. D. (2020). Impact of the resignification of the research pedagogical practice and the curriculum of pedagogy degree of higher education institutions in barranquilla-colombia. Formacion Universitaria, 13(2), 29-38.
Haneberg, D. H., y Aaboen, L. (2022). Entrepreneurial learning behaviour of community insiders. International Journal of Entrepreneurial Behaviour and Research, 28(2), 306-324.
Helskog, G. H., & Torgersen, G. -. (2021). Towards a new pedagogy in higher education. Haser, (12), 195-237.
Lirola, M. M. (2019). How to promote social justice and freire's pedagogy in higher education. examples of english teaching at the university. Praxis Educativa, 14(1), 34-48.
López, C., Benedito, V., & León, M. J. (2016). The approach by competency in university training and its impact on student evaluation. the perspective of a team of pedagogy experts. Formacion Universitaria, 9(4), 11-22.
Martínez, M. N. G., & Matos, D. C. F. (2018). Decolonized narrativity as a practical pedagogical alternative and identity emergency space from a gender perspective. Revista Lasallista De Investigacion, 15(1), 152-158.
Manriquez, A. A. B. (2021). The vygotskian theory of affects in the face of emotional capitalism at school. Interdisciplinaria, 38(1), 85-100.
Morozov, E. (2021). Capitalismo digital, ¿cuáles son las posibles salidas? Traducción e introducción a cargo de Ekaitz Cancela y Aitor Jiménez. Teknokultura. Revista de Cultura Digital y Movimientos Sociales, 18(2), 211-217.
Muriel, F. A. Z. (2018). Analysis of some lasallian school manuals. Revista Lasallista De Investigacion, 15(1), 29-49.
Paz Saavedra, L. E., Cervera, M. G., y Rodríguez, M. U. (2022). Teacher digital competence, attitude and use of digital technologies by university professors. [Competencia digital docente, actitud y uso de tecnologías digitales por parte de profesores universitarios] Pixel-Bit, Revista De Medios y Educacion, (63), 93-130. doi:10.12795/PIXELBIT.91652
Peña Frade, N. (2018). Las dinámicas de expansión del capital y el capitalismo cognitivo: algunos de sus posibles influencias en la educación superior. Ciencias Sociales Y Educación, 6(12), 91-115.
Romero-Rodríguez, J. -., Aznar-Díaz, I., Hinojo-Lucena, F. -., & Gómez-García, G. (2021). Use of mobile devices in higher education: Relationship to academic performance and self-regulation of learning. Revista Complutense De Educacion, 32(3), 327-335.
Saura, G. (2015). Think tanks and education. FAES neoliberalism in the LOMCE. Education Policy Analysis Archives, 23
Salazar-Botello, Carlos Mauricio, Yohana Muñoz-Jara, Patricio Viancos-González, Patricia Parra-Ulloa, e Robinson Rojas-Carrasco (2022). Disposición Al Cambio En Establecimientos Educacionales De Una Comuna De La Zona Central De Chile: La Mirada De Directivos Y Profesores. Fronteiras: Journal of Social, Technological and Environmental Science 11 (1), 194-205.
Silva, B. C. M., Xavier, W. S., y Calbino, D. (2022). Ąuota and meritocracy policy: An analysis of the perception of university teachers. [Politique de Ąuota et de Méritocratie: Une Analyse de la Perception des Enseignants Universitaires; Política de Cotas e Meritocracia: Uma Análise da Percepção de Professores Universitários; Política de Cuotas y Meritocracia: Un Análisis de la Percepción de Profesores Universitarios] Dados, 65(1)
Soto, R. H., Avalos, M. G., Albornoz, J. F., y Aguilar, S. T. (2022). Digital competences of university professors during the covid-19 pandemic in peru. [Competencias digitales de los profesores universitarios durante la pandemia por covid-19 en el Perú] Revista Electronica Interuniversitaria De Formacion Del Profesorado, 25(1), 49-60
Soto, M. C., y Balmaceda, C. S. (2022). Building a professional identity in flexible times: The case of chilean university professors. [Construyendo identidad(es) académica(s) en tiempos flexibles: Profesores universitarios chilenos] Psicoperspectivas, 21(2)
Suárez-Zozaya, M. H. (2013). Los estudiantes como consumidores. Acercamiento a la mercantilización de la educación superior a través de las respuestas a la Encuesta Nacional de Alumnos de Educación Superior (ENAES). Perfiles Educativos, 35(139), 171-187.
Villalobos-Claveria, A. A., & Melo-Hermosilla, Y. M. (2019). Teacher narratives as a resource for understanding the didactic transfer of the university professor. Formacion Universitaria, 12(1), 121-132.
Wei, H., Zhou, M., Kang, S., y Zhang, J. (2022). Sense of place of heritage conservation districts under the tourist Gaze—Case of the shichahai heritage conservation district. Sustainability (Switzerland), 14(16)
Wang, J., Dai, J., Dewancker, B. J., Gao, W., Liu, Z., y Zhou, Y. (2022). Impact of situational environmental education on tourist Behavior—A case study of water culture ecological park in china. International Journal of Environmental Research and Public Health, 19(18)
Zaltman, G. (1996). Metaphorically Speaking. New technique uses multidisciplinary ideas to improve qualitative research. Marketing Research, 8(2), 13-20.
Zaltman, G. (2014). Are You Mistaking Facts for Insights? Journal of Advertising Research, 373-376.
Zaltman, G., & Higie-Coulter, R. (1994). Using the Zaltman Metaphor Elicitation Technique to Undersatnd Brand Images. Advances in Consumer Research, 21, 501-507.
Zaltman, G., & Higie-Coulter, R. (1995). Seeing de Voice of the Customer: Methapor-based Advertising Research. Journal of Advertising Research, 35(4), 34-51.
Zambrano, E. L. (2018). Prácticas pedagógicas para el desarrollo de competencias ciudadanas. Revista Electrónica de Investigación Educativa, 20(1), 69-82.
Zapata, D. E. M., & Rey, J. E. V. (2015). Knowledge management in organizations: A necessary encounter of digital platforms, communications, education and culture. Revista Lasallista De Investigacion, 12(2), 105-111.
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Published
2022-12-30
How to Cite
MALDONADO, David Alejandro Ãlvarez; ARAYA-CASTILLO, Luis; GANGA-CONTRERAS, Francisco; LETZKUS-PALAVECINO, Manuel. Analysis of the Discourse of University Teachers on Educational Practices. Fronteiras - Journal of Social, Technological and Environmental Science, [S. l.], v. 11, n. 4, p. 236–252, 2022. DOI: 10.21664/2238-8869.2022v11i4.p236-252. Disponível em: https://revistas2.unievangelica.edu.br/index.php/fronteiras/article/view/6552. Acesso em: 21 nov. 2024.
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Edição Especial Educação 2024
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