2026-09-14T12:47:13Zhttps://gredos.usal.es/oai/requestoai:gredos.usal.es:10366/1362462025-04-30T21:31:06Zcom_10366_143027com_10366_68678com_10366_4666com_10366_3823col_10366_143067
Gestión del Repositorio Documental de la Universidad de Salamanca
author
Madinabeitia Ezkurra, Alba
author
Fernández Fernández, Idoia
2018-01-12T09:54:48Z
2018-01-12T09:54:48Z
2017-11-30
Teoría de la Educación. Revista Interuniversitaria, 29 (2017)
1130-3743
http://hdl.handle.net/10366/136246
Faculty development of university teachers is recognized as a relevant factor for improving the quality of education in higher education institutions. However, behind this term different conceptions and practices are hiding. This article aims to analyze this concept over time and to understand deeply the complexity of their meanings, for which we will focus on socio-historical production contexts and on scientific research. To this end, it has been made a bibliographical review of the most relevant Anglo-Saxon literature in this educational field. The analysis allows us to conclude that it has been moving from an approach oriented to supporting teachers in their development as teachers, professionals and/or academics, towards another, focused on promoting effective teaching and learning processes at micro and macro level. These challenges highlight the need to foster broader visions that, beyond teachers, focus on institutions, frameworks, and infrastructures that target teaching and learning.
spa
Attribution-NonCommercial-NoDerivs 3.0 Unported
Educación
Education
El desarrollo docente del profesorado universitario: análisis y sistematización del concepto
info:eu-repo/semantics/article
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URL
https://gredos.usal.es/bitstream/10366/136246/1/El_desarrollo_docente_del_profesorado_un.pdf
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https://gredos.usal.es/bitstream/10366/136246/4/El_desarrollo_docente_del_profesorado_un.pdf.txt
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El_desarrollo_docente_del_profesorado_un.pdf.txt