DEVELOPMENTAL DIDACTICS FOR PROFESSIONAL SKILLS AND UNIVERSITY EDUCATION
DOI:
https://doi.org/10.17501/24246700.2021.7149Keywords:
Developer didactics, socioformative, professional competences, pedagogical-didactic method, educational teaching process, educationAbstract
The objective of the article was to determine the effect of developer didactics in university education, related to teaching, learning and training of graduate professionals, strengthening their identity and empathy with social reality. University education must prepare citizens, its objective is to prepare, train and educate. In this process, skills, abilities, capacities and competencies are acquired to solve society's problems through research, scientific knowledge, which is used to solve them. The developer didactics allowed to overcome the difficulties of the educational teaching process, which was based on constructivism that allowed affirming learning. The methods of learning based on problems and cooperative were applied. The sample consisted of 121 undergraduate students, distributed in 3 time groups. The quality of the model for the proposed learning-teaching process allowed the achievement of significant knowledge. The evaluation was participatory and innovative in nature, not directive; the contents were evaluated at the level of knowledge, procedures and attitudes, within the framework of the professional profile and the exercise of their professional career. The research showed that through the application of developer didactics, general, professional and specialized competences were significantly promoted in students. This process was materialized in an evaluation of a participatory nature, of a continuous nature in the subject, being a significant achievement, with an average of more than 17. Therefore, the approach based on the development didactics in a curriculum by competencies, is highly significant and representative in the three investigated samples.
Downloads
References
Acaso, M. (2018). Invisible pedagogies. The classroom space as a discourse. Madrid, Espain: Catarata Publishing House.
Álvarez de Sayas C. y Gonzalez Aguedo, E.M. (2003). General didactic lessons. Colombia: Editorial Teaching Teaching.
Álvarez de Sayas, C. (2005). Pedagogy, a model of man formation. Lambayeque, Peru: Editorial Faculty of Historical Social Sciences and Education, Pedro Ruiz Gallo National University.
Bermeosolo Bertrán, J. (2016), How human beings learn, a psychopedagogical approach. Chile: Editorial Catholic University of Chile.
Biggs, J. (2005). Quality of university learning. Madrid, Spain: Editorial Narcea.
Bowden J. y Marton F. (2012). The University, a space for learning beyond quality and competition. Madrid, Spain: Editorial Narcea.
Brigido, A. M. (2006). Sociology of Education. Argentina: Editorial Brujas.
Díaz-Barriga, A. F. et.al (2016). Curriculum design methodology for higher education. Mexico: Editorial Trillas.
Delgado, K. (2014). Group dynamics, educational applications. Lima, Peru: Editorial San Marcos.
Escribano, A. y Del Valle, A. (2010). Problem-based learning. Madrid, Spain: Editorial Narcea.
María, A. (2012). Invisible pedagogies. Madrid, Spain: Editorial Los Libros de la Catarata.
Manayay Tafur, M. (2011). Module II, Microcurriculum. Curricular plan of the course. Lambayeque, Peru: Editorial Pedro Ruiz Gallo National University. Second Specialty in University Curriculum and Didactics.
Medina Moya, J. L. (2013). Teaching and learning in higher education. Spain: Editorial Síntesis.
Molina Andrade, A. (2014). Teachers' conceptions about the phenomenon of cultural diversity and its implications in science teaching. Colombia: Editorial CAIDE.
Moral Santaella, C. Et.al (2015). Didactics, theory and practice of teaching. Spain: Editorial Pirámide.
Posner, G. (2005). Curriculum analysis. Mexico: Editorial Mc Graw Hill.
Sarramona, J. (2012). Theory of education. Barcelona, Spain: Editorial Ariel.
Sevillano García, M. L. (2005). Didactics in the XXI Century. Axes in quality learning and teaching. Spain: Editorial Mc Graw Hill.
Tenti Fanfani, E. et.al (2010). The teaching profession. Argentina: Editorial Siglo XXI. S.A.
Tobón, S. (2012). Comprehensive training and skills, complex thinking, curriculum, didactics and evaluation. Colombia: Editorial Ecoe Ediciones.
Tobón, S. (2014). Training projects, theory and methodology. Mexico: Editorial Pearson.
Tobón, S. (2015). Curriculum management methodology, a socioformative perspective. Mexico: Editorial Trillas.
Velázquez Fernández, A. y Rey, N. (2005). Curriculum management and university education. Lima, Peru: Editorial University of San Martin de Porres.
Zabalza, A. (2007). University teaching. The stage and its protagonists. Madrid, Spain: Editorial Narcea.
Zabalza Beraza, M. y Zabalza Ceideiriña, M.A. (2012). Planning of teaching at the university. Preparation of teaching guides for the subjects. Madrid, Spain: Editorial Narcea.
Zabalza Miguel A. (2007). Teaching skills of university teaching staff, quality and professional development. Madrid, Spain: Editorial Narcea
