Model of Preparation of University Teachers with a Non-pedagogical Profile

Abstract

This paper analyzes the need for continuing education of university professors with a non-pedagogical profile, a problem widely recognized by the scientific community. The objective of the research is to establish the basis for a pedagogical strategy based on a teaching-methodological preparation model that facilitates this process from an articulating and integrating approach, improving the pedagogical performance of the teaching staff. A mixed methodology with descriptive explanatory design was used, applying surveys and interviews to 35 teachers of the Information Technologies career of the Universidad Estatal del Sur de Manabí. Data processing was carried out using the systemic-structural-functional method, complemented with theoretical, empirical and statistical-mathematical methods to evaluate the relevance and feasibility of the proposed model. The results showed that a structured and methodological preparation of teachers without pedagogical training has a positive impact on the quality of the teaching-learning process. It is concluded that the proposed model constitutes a valid tool for teacher professionalization, contributing significantly to the improvement of pedagogical, didactic and methodological competences of university teachers with a technical profile.