Support for the novice lecturers in design and communication. Workbook: Teachers stuff

Abstract

This study proposes an asynchronous dialogic interaction between the needs detected in novel teachers and the expert peer advices. The objective is to understand and provide a support instrument for the teaching staff that starts in the university field of design, creativity, and communication. 13 competency models have been studied. The methodology is qualitative. Two analytical tools are used: intrapersonal reflection activities aimed at 10 new teachers, and semistructured interviews with 10 senior teachers. The results generate the publication of a workbook, capable of contributing to reflective teaching practice. It is expected to implement teaching-learning actions in order to be relevant, sustainable and emotionally balanced.