The multireferential profile of university professors: A collective reflection within an action research project

Abstract

This document offers elements to discuss the conditions in which university teaching is carried out and the processes of teacher training, especially at the level of higher education, based on a research-action experience based on the participatory-cooperative paradigm. The central axis is the collegial analysis that was carried out within the group on the educational beliefs of the participating teachers, in the epistemological, sociological, psychoeducational and pedagogical dimensions. The experience, making use of diverse techniques of information gathering and construction, such as the interview, the investigative workshop and the shared reflection journal, allowed to understand the way in which the educative beliefs of the teachers are articulated, and from this, to determine a route of reflection and training that empowers teachers, to discuss their gaps and weaknesses, as well as to trace routes for the development of better educational conceptions, and consequently, better teaching-learning processes; it was also possible to implement an alternative proposal for -and from- the teaching practice, and with this to set a precedent that offered elements for the discussion of the opportunities and challenges that arise in this type of training countercurrent processes.