EPAA/AAPE is a peer-reviewed, open-access, international, multilingual, and multidisciplinary journal designed for researchers, practitioners, policy makers, and development analysts concerned with education policies. EPAA/AAPE accepts unpublished original manuscripts in English, Spanish and Portuguese without restriction as to conceptual and methodological perspectives, time or place. EPAA/AAPE publishes issues comprised of empirical articles, commentaries, and special issues at roughly weekly intervals, all of which pertain to educational policy, with direct implications for educational policy.
Gustavo Hawes Barrios, Académico del Instituto de Investigación y Desarrollo Educacional de la Universidad de Talca (Chile) y Profesor del área de Epistemología Aplicada del Programa de Magíster en Política y Gestión Educacional de la Universidad.
Sebastián Donoso Diaz Universidad de Talca, Chile
Sebastián Donoso Díaz, Académico del Instituto de Investigación y Desarrollo Educacional de la Universidad de Talca (Chile) y Profesor del área de Política Educacional o del Programa de Magíster en Política y Gestión Educacional de la Universidad.
Analysis of the concept of "teaching" college professors: A qualitative study
Gustavo Hawes Barrios, Sebastián Donoso Diaz
Abstract
This article explores the conceptions of learning and teaching among university teachers with no pedagogical qualifications. The model of implicit theories is used as a frame of reference, and the analytical process is supported by psychological theories of learning. Observations were carried out in a public university in southern Chile. Results evidence a rather mechanistic vision of learning, associated with a vision of teaching resting on the concept of transmission, although there are some efforts to link this conception with data processing. The vision of the professional teacher is more romantic than professional.