Resumo

GARCIA-MORA, Lewis Herney. Conceptions and teaching practices in a Higher Education Teacher's group: Didactic complexities in the appropriation of the institutional pedagogical model. Investig. desarro. [online]. 2021, vol.29, n.2, pp.143-168.  Epub 01-Maio-2022. ISSN 0121-3261.  https://doi.org/10.14482/indes.29.2.378.

The article aims to present the reflections on the conceptions and practices of a higher education teacher "s group, as well as the challenges associated with their pedagogical training. An interpretive approach was proposed which analyzes the didactic narratives of a group of 15 teachers from different academic programs of a university with multicampus accreditation in Colombia. The results show that teacher training constitutes a self-regulatory loop for the achievement of institutional purposes, as well as a strategy that favors the autopoietic emergence of an innovative recursive loop in teaching. It was concluded that promoting teacher training is decisive for didactic planning, development, improvement, and innovation within the framework of the Institutional Pedagogical Model and a teacher training methodology called "didactic laboratories".

Palavras-chave : generative loops; university didactics; teacher training.

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