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¿Cómo diseñan contenidos de asignatura en la docencia universitaria? Un caso de estudio de la práctica académica en la Universidad Autónoma de Ciudad Juárez

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En este trabajo se atiende una cuestión a veces invisible en la docencia universitaria:¿Cómo hace la/el docente para saber cuáles contenidos didácticos son los adecuados deuna asignatura? Para abordar la cuestión, se realizó un estudio de caso sobre las estrategias académicas para la elaboración de programas y contenidos de asignatura de las y los docentes del Programa de Licenciatura en Nutrición en la UACJ. La investigaciónfue de tipo cualitativo, donde participaron 30 docentes. Se utilizó un cuestionario y la sesión de grupo. Las conclusiones del estudio refieren que la forma de seleccionar los contenidos didácticos se asocia a la cultura docente y el paradigma sobre su práctica,en todos los aspectos: ideas, costumbres, valores, formación académica, experiencias, entre otras. Se observó que las concepciones de la/el docente tienen un peso relevante, lo que indica que no solo influyen la academia y los desarrollos de un campo temático en especial, con lo que esto pueda perjudicar o beneficiar para la formación de futuros profesionistas, del desarrollo académico y desde luego de las necesidades comunitariasy del sistema social.

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  • Gabriel Medrano Donlucas, 2013. "¿Cómo diseñan contenidos de asignatura en la docencia universitaria? Un caso de estudio de la práctica académica en la Universidad Autónoma de Ciudad Juárez," Nóesis. Revista de Ciencias Sociales y Humanidades, Nóesis. Revista de Ciencias Sociales y Humanidades, vol. 22, pages 20-43, 44.
    • Handle: RePEc:cjz:noesis:144
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    More about this item

    Keywords

    Contenidos didácticos; Práctica Docente; CulturaAcadémica.;
    All these keywords.

    JEL classification:

    • Z10 - Other Special Topics - - Cultural Economics - - - General

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