Teacher-student perspective on teaching strategies and constructivist pedagogical skills in master's programs of a Peruvian Public University

Abstract

Introduction: This research studies the evaluation of teaching performance level methodological using the student-centered paradigm. Objectives: To determine the teaching strategies and pedagogical skills with a constructivist conception from the teacher-student perspective in health master's programs in 2017. Methods: Quantitative, descriptive, and cross-sectional study. An instrument was developed from the Evaluation Questionnaire of the Teaching and Evaluation Methodology of University Professors (CEMEDEPU). It was validated by expert judgment with the reliability of Cronbach's alpha of 0.961, which was applied to teachers and students. The sample obtained was 42 teachers and 130 students from eight master's degrees. The descriptive analysis was carried out by categorizing the results in each group and the inferential analysis using the T-student test. Results: Teachers over 56 years of age (55%) predominated, with a master's degree (61.9%); students under 40 years of age (79.2%), who referred to the research subject when answering the questionnaire. (52.2%). According to the teacher, constructivist teaching strategies were of regular use (42.9%) and little use according to the student (52.6%). In comparison, the constructivist pedagogical skills were acceptable (66.7%) according to the teacher compared to the students who were not acceptable (42.3%). Conclusions: A significant difference in teaching strategies and pedagogical skills was found with a constructivist approach between teachers and students.