Lizette Gonzalez Martinez Universidad Autonoma de Nuevo León Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.	Magda Garcia Quintanilla Universidad Autonoma de Nuevo León Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.
Ana Irene Cuevas Gutierrez Universidad Autonoma de Nuevo León Cette adresse e-mail est protégée contre les robots spammeurs. Vous devez activer le JavaScript pour la visualiser.

Education today tends to focus on the student and their learning processes, educational models present in Mexico placed at the student at the starring role, giving the teacher the role of facilitator, coupled with this the integration of information and communication technology (ICT) in the classroom (Peña, Rodriguez & Padilla, 2013) requires teachers to be prepared to work under a different role, not traditional and under new contexts: ie the different ways that involves the use of technology in higher education. If we start from the idea that the university professor is fundamental for the achievement of quality in higher education (Fernández, García & Torres, 2015), then to understand the factors that influence and modulate teaching as their beliefs, intentions, actions, etc. It's of vital importance.

 

Approaches to teaching arise from the need to explain how the professors taught from the intentions and strategies they use in their classes (Trigwell & Prosser, 1996). Approaches to teaching describe as the teacher with his students and teaching processes relate, to emerge from the individual perception that each of these actors (teachers and students) have their task, being influenced by the context in which this interaction takes place, in this case, depending on whether or virtual (Maquilon & Hernandez, 2011). The challenges of online education change the perspective require that teachers have about teaching.

 

The objective of this research is to understand teaching approaches with university professors, and how these approaches could change from the classroom environment becomes one face to virtual one, to which it will apply the Questionnaire Approaches Teaching (Trigwell, 2012) a methodology descriptive and experimental not be used to know what kind of approach predominates depending on the context (face to face or online). It is expected that the focus of classroom teaching teachers is focused on learning, while the virtual focus more on the content of the subject (Kirkwood & Prince, 2013).

 

Understanding the variations of conceptions that teachers have about their approaches to teaching will help us understand why an excellent teacher in a classroom environment cannot be in an online environment, this due to changes involving online education.

 

Références

 

Fernández, E.; García, Y. & Torres, R. (2015). Análisis factorial y confiabilidad del Cuestionario de Enfoques de Enseñanza. Edumecentro. 7(4), 146-161. Disponible en: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S2077-28742015000400011&lng=es.

 

Kirkwood, Adrian and Price, Linda (2013). Missing: evidence of a scholarly approach to teaching and learning with technology in higher education. Teaching in Higher Education, 18(3),327–337.

 

Maquilón Sánchez, Javier J., Hernández Pina, Fuensanta (2011). Influencia de la motivación en el rendimiento académico de los estudiantes de formación profesional. REIFOP, 14 (1), 81-100.

 

Peña Moreno, J.; Rodríguez Nieto, Ma. & Padilla Montemayor, V. (Octubre de 2013). Concepciones de Enseñanza y características de la evaluación de profesores universitarios. XXI Congreso Mexicano de Psicología. Formación profesional y ética. 1262-1266. Ponencia llevada a cabo en Guadalajara, Jalisco.

 

Trigwell, K., & Prosser, M. (1996). Changing approaches to teaching: A relational perspective. Studies in Higher Education, 21, 275–284.

Trigwell, Keith. (2012). Relations between teachers’ emotions in teaching and their approaches to teaching in higher education. Springer Science+Business Media 40, 607–621. doi: 10.1007/s11251- 011-9192-3.