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Teacher training as a driver of the integration of substantive functions at the Technical University of Manabí

Abstract:

The constant changes that arise in society require Higher Education Institutions to be prepared to face the challenges that occur in the educational field; For this reason, it is essential to strengthen teacher training, to make the teaching-research-linkage relationship feasible and concrete in the classroom space, which guarantees a more scientific, creative and socially committed teaching activity. Based on this premise, this research aimed to develop the theoretical and methodological foundations of a Teacher Training Strategy for the integration of substantive university functions in the professional performance of university teachers, through descriptive-propositional research, based on a mixed approach of sequential design in two stages, the first allowed to diagnose the training needs of the university teacher of the Faculty of Philosophy, Letters and Educational Sciences of the Technical University of Manabí; and second, to develop a teacher training strategy as a strategic axis for the integration of substantive university functions, supported by different theoretical, empirical and statistical methods. The Teacher Training Strategy, as the main scientific result, is structured in three stages, in correspondence to the general conception assumed and the training needs identified in the research; its validation by the criteria of experts allowed to conclude that the proposal is viable and has relevance, therefore, it is feasible to be applied.