Teacher training for university teachers: meaning, content and modalities

Abstract

INTRODUCTION. The training of university teachers is a research topic developed widely in the international discussion. There is an outstanding amount of research related to teacher training, perhaps because of the distance between models of initial training —focused on the preparation for research through doctoral studies— and the subsequent academic career. That research has evidenced the need to support university teachers, who have not received any systematic training for their teaching function and hold the belief that good teaching practices are just developed through trial and error. The aim of this article is twofold: to reflect on the meaning and content of teacher training for university teachers, and to justify the relevance of two ways for teacher training, focusing on reflection and collaboration between teachers. METHOD. To achieve this objective, a methodology based on a documental analysis of non-systematic research is proposed. RESULTS. The training of university teachers has a greater impact and benefits when it involves the university community-institution as a whole, and develops practice-oriented models for connecting the theoretical framework with the teaching practice. It is observed that processes of support and collaboration between teachers, as well as the reflection about and during the practice, are relevant modalities for university teacher training. An integrative model to improve university teaching through reflection and support among teachers is proposed. DISCUSSION. The main goal is to propose training modalities in order to develop a good pedagogy among university teachers, discussing the belief that this is just achieved through trial and error and accumulative practical knowledge throughout the years. The article discusses the possibilities and barriers of an integrated approach focused on reflection and educational collaboration, in order to provide some proposals.