Reflection on the Educational Practices that made the University Teachers: The Case of the Faculty of Education of UNIMINUTO

Abstract

This article shows the results of the study whose aim is to understand the formative practices that develop teachers in the programs offered by the Faculty of Education of UNIMINUTO in the city of Bogota, Colombia. The type of research is qualitative and the technique used to promote the participation and reflection of teachers was through focus groups. The field work was occupies to describe, from the perspective of the subjects, the opinion and reflection on teaching practices implemented in the formative processes. Deepens in five factors that have to do with the institutional, axiological, evaluation, inclusion and what discipline. Performed eight sessions with 10 teachers, four of these meetings were with experts on issues related to the practice of university teaching, there is the exchange of teaching experiences and didactic. It is found that it is necessary to promote permanent dialog between teachers for the exchange of significant experiences of training. It is evident in the dialogs with the participants that the processes of inclusion and qualitative evaluation in the formative practices deserve to be rethought.