Análisis e identificación de las modalidades de formación de mayor impacto en el aprendizaje de los profesores universitarios

Abstract

There are several training modalities through which the professional development of university teaching staff can be guided; however, there are some that generate greater impact than others on learning and teaching practices. In this sense, the objective of this article is precisely to identify those modalities with the greatest impact based on a review of what different authors propose in this regard, being aware that not only the modalities affect the ability of a teacher to apply the learning that he obtains, but there may be a set of factors that favor or hinder this acquisition. Likewise, although there are various ways of classifying these modalities, for the purposes of the article we consider two main types, depending on the degree of participation that teachers may have during their training: individual and collective modalities. It was identified that mentoring, accompaniment, learning communities and other collective modalities, as well as those that are developed over a considerable duration, are the ones that best affect the incorporation of learning obtained by teachers.