Resumen

CASCANTE FLORES., Nora  y  VILLANUEVA SALAZAR., Luisa. Teacher training in university didactics in the pandemic: between pedagogical reflection and instrumentalization. InterCambios [online]. 2020, vol.7, n.2, pp.107-118.  Epub 01-Dic-2020. ISSN 2301-0118.  https://doi.org/10.2916/inter.7.2.11.

This article describes the training experience deployed with the teaching staff of different academic areas and venues from the University of Costa Rica, through the course of University Didactics in the first semester of 2020 in the context of the health pandemic. The course was aimed at promoting a reflexive and critical approach to the teaching practice in order to deepen the understanding of their role as a trainer, and be able to construct, implement and evaluate different learning scenarios relevant to academic, disciplinary, professional and personal context according to the socio-historical moment and the needs of the students. From this point of view, the training process that are developed in conjunction with the university teachers allowed access to the pedagogical and didactic notions as referent for the questioning of the traditional structures of the teaching practices, the construction and the development of the didactic strategies relevant to the educational goal, the nature of the contents and characteristics of the student body. As a result of this process, a total of 122 university professors who participated carried out innovative experiences of a virtual learning space. Most of the teaching staff valued the experience as a positive and satisfactory, as well as the student body. Among the learned lessons we can highlight: the transfer of the teaching perspective focused on the contents towards the student, and the major challenge in the generation strategies was to mediate those procedural contents that because of its nature required a field practice.

Palabras clave : university teaching training program; didactic strategies; innovations; virtual scenarios for leaning.

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