Abstract
Frequently, the teacher training programs in Chilean universities are designed from a generic vision of pedagogical competencies (not necessarily specialized for a particular discipline) and in form of face-to-face activities. The new demands of the society and the economy, the constant specializations of the scientific fields, and the incorporation of new technologies for teaching and learning make that the typical contemporary forms for the teacher academic training must be reviewed and analyzed. The main goal of this paper is to present the results of a survey about teaching needs on Engineering Pedagogy in engineering departments of INACAP (a Chilean university of applied sciences). In general, the in-strument and indicators seek to obtain information about: (i) needs/demands related to engineering didactic fundamentals, (ii) requirements for the structuring and assessment of teaching-learning processes in a university context, (iii) requirements for the design and evaluation of face-to-face as well as online teaching-learning activities in engineering, among others. The project was led by the International Center of Engineering Education (CIEI) at the University of Talca (Chile) in cooperation with the academic staff of INACAP at the Talca campus, under the pedagogical support of the Technische Universität Dresden (Germany), Faculty of Education. Based on these research results and on the IGIP Curricula, a teacher training program for the academic staff of the engineering schools in online modality was designed and implemented.
Highlights
1.1 Context of the university teacher training in Chilean universitiesThere are no doubts about the high importance of the skills of the academic staff: the pedagogical competencies of the academic staff are undoubtedly a key factor in the success of the professional training of students of all types of universities and vocational schools [1, 2, 3]
This research project was aimed to show the training needs in engineering pedagogy and education of the academic staff in the engineering schools of a large Chilean educational institution, such as INACAP, that works at university and vocational school level
Based on the knowledge and experiences in the field of Engineering Pedagogy of the Technical University of Dresden and the University of Talca, several aspects that contextualize the education and training programs for university teachers in engineering were presented: most of them are designed from a generic vision of university education and not specialized in Engineering Pedagogy
Summary
1.1 Context of the university teacher training in Chilean universitiesThere are no doubts about the high importance of the skills of the academic staff: the pedagogical competencies of the academic staff are undoubtedly a key factor in the success of the professional training of students of all types of universities and vocational schools [1, 2, 3]. The international scientific literature in Spanish-speaking countries regarding the university teachers training shows a clear inclination towards training courses designed from a generic vision of university teaching and not necessarily specialized in a particular discipline. The training programs and courses for the university academic staff try to strengthen the pedagogical competencies regarding the design and evaluation of teaching-learning processes, the implementation of various active methodological strategies and the generation of “new” teaching resources, among others [2, 3, 4, 5]. In the case of Spain, in 2019 was characterized the situation of teacher training programs at universities, noting that most of the programs consist of “general” courses, which are principally aimed at promoting the generic pedagogical competences, as well as the general analysis and reflection of the teaching task itself [6]. Model specialty didactics through the why, what for and Gastronomy how reflection on each of the class stages.
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