Qualitative analysis of the use of teaching strategies by university teachers in contexts of teacher training

Abstract

The results of a study conducted at the Autonomous University of Baja California (UABC) and the Complutense University of Madrid (UCM) are presented. The objective was to analyze the teaching-learning strategies and the methods of evaluation of learning that are used by university teachers who train educational agents. Semi-structured interviews were conducted with 24 teachers (19 from the UCM and 5 from the UABC). The findings related to the dimension of teaching strategies are reported: three subdimensions, eight categories and six sub-categories of analysis were identified. The implementation of teaching strategies focused on the students and their learning process (identified with the constructivist theories of knowledge generation), on the teachers and their teaching action (aligned with behavioral perspectives), together with strategies focused on the nature of educational content. It is hoped that these findings will provide elements to better understand the strategies that teachers use to train future educational agents, adapting to the cognitive profiles of students and the different types of knowledge taught.