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Didactic models in higher education: from professors’ conceptions towards didactic ecologies

Abstract:

The main objective of this research study was to propose an integrative didactic model for higher education. The didactic conceptions of university professors partially tally with the processes implemented in the classroom: they confuse the concepts of pedagogical and didactic models. Through a case study, conceptions were identified and a model of didactic ecologies was outlined. An ad hoc survey and a documentary review assessed the didactic model, which comprised four dimensions: educational theory, teaching-study-learning environment, educational agents, and sociocultural context. The findings show that the variables gender, generation, ethnicity, academic level, training, and academic unit do not affect the didactic conceptions of university professors. Furthermore, conceptions were theoretically aligned with constructivist, personal, and social models, while in-classroom teaching was aligned with traditionalism and behaviorism. It is concluded that these findings, instead of constituting a limitation, open reflective and practical possibilities to design the model.