OBJECTIVES:
- Knowing what our functions are as university teachers / teachers Discovering the characteristics of the teaching function Planning an alternative teaching model to the traditional one Reflecting on how through CIDU we can learn to achieve quality teaching
TOPIC: Proposal of the action plan to manage the substantive processes in the New University.
Review of the development of Higher Education in Cuba
- The origins of Cuban Higher Education date back to 1728, when the Royal and Pontifical University of Havana was created. 219 years later, in the year 1947, the second Cuban University, the University of Oriente, was founded, five years later, the Central University of Las Villas and in 1955 the University of the West, which operated until 1957, which was closed due to lack of budget which went to the pocket of the politicians on duty. It is from the year 1959 with the triumph of the Revolution that a profound educational transformation begins throughout the country.In the 60's, free university education was established and the creation of a scholarship system that expanded the possibilities of university studies to students from humble sectors of the population throughout the country, fulfilling the legacy of Marti ¨ Ser Cult it is the only way to be Free ¨. From 1962 to 1976 and 1976 to 1990: Scientific-technical-professional exchanges with Latin American and European universities increase.
Fundamental Technical Training of thousands…
- From 1990 to 2002 (MONTH) and from 2002 to date with the Battle of Ideas "general and comprehensive education"; Universalization of the university; the NUC, scientific-technical and professional collaboration towards the third world, prioritizing Afruca and A: L
THE NEW UNIVERSITY
- Committed to the cultural, economic and social development of your country. Scientific, technological and humanistic, both in its conception and in its performance. Comprehensive training of students. Wide response to the needs of postgraduate education. Scientific research as a component consubstantial of the university work. Open to all who aspire to study in it. Closely linked to society. Wide presence throughout the national territory
Challenges of the New University
- THE UNIVERSITY MUST PRESERVE, DEVELOP AND PROMOTE, THROUGH ITS SUBSTANTIVE PROCESSES AND IN CLOSE LINK WITH SOCIETY, THE CULTURE OF HUMANITY; CONTRIBUTING TO ITS SUSTAINABLE DEVELOPMENT.
- Preserve. Develop. Promote. Training. Investigation. Extension. The essence is to ensure mastery of the modes of professional action that make it suitable for their professional performance. This means: That the student develops work tasks of their future profession, from the beginning of their career. That scientific research It is assumed from this perspective. That these aspects are incorporated into the curriculum organically. Educate from the content of the study subjects themselves: knowledge, skills, values and competence.
The mission of the new university
Seen from its most general meaning, the following: preserve, develop and promote, through its substantive processes and in close connection with society, the culture of humanity.
The educational mission of the New University
- In this regard, in 1998 the UNESCO world conference approved within the missions and functions of higher education in its Article 1 for universities: The mission of educating, training and conducting research. Limiting on the latter that they should dedicate to a) promote, generate and disseminate knowledge through research and, as part of the services that it must provide to the community, provide adequate technical skills to contribute to the cultural, social and economic development of societies, promoting and developing scientific and technological research as well as research in the field of social sciences, humanities and creative arts;
The social mission of the new university
- The university's social mission, which defines that it is this institution that is called to preserve, develop and promote culture, as an intrinsic need of society. However, this social commission does not correspond to a specific function of the university, but to the institution as a whole, since its satisfaction is concretized in the preservation, development and promotion of culture, which in their dialectical interrelation are an expression of the integration teaching-research-extension "
ROLE OF THE PROFESSOR TUTOR IN THE NEW UNIVERSITY
- The Professor-Tutor at the New University. Tutoring is one of the functions of the university professor that is carried out in face-to-face and non-face-to-face activities and has the purpose of advising and guiding the student in a personalized way during their studies, to contribute to their general training integral.
Role of the professor in the New University
The work of the tutor in the new university is developed as an integrating process of the educational influences that emanate from the career. The articulation from the career of the tutor teacher with the student, not only takes place in the tutor-tutor relationship, but also integrates the system of essential relationships established with the academic and investigative advice from the teachers and other specialists, specialized educational orientation services for the student in the student residence, the university extension process, the relationships established in the work activity, the social impact tasks assigned to the students, as well as the socio-family environment and the multiple manifestations of culture in each territory.
PREVIOUS ASPECTS
- According to the MES, the professional development of the University Professor must evolve according to:
- The transformation of society, values and its forms of organization
- The progress of scientific knowledge
- The development of teaching and research competence in coordination with the university extension
- The University Professor, as a professional, must be:
- A specialist at the highest level in your area of knowledge
- Professionally trained in: research, teaching and management
- Motivated for research and teaching of your subject
- With certain personality traits
- With certain basic personal skills
- With specific teaching skills
FUNCTIONS OF THE UNIVERSITY TEACHER
- Three basic functions:
- Investigation
- Management
- Teaching
_ College extension
Note: Traditionally, the teaching function has always been given more importance, neglecting research and university extension.
INVESTIGATING FUNCTION
- We start from the principle of connection between research, teaching and university extension Research must be carried out in two equally important areas: Research in the field of the discipline or specialty Research of the teaching activity itself
- Educational research is understood as the process of searching, through the scientific method, for essential knowledge in the area of Education that provides alternatives for solving pedagogical problems.
- The investigative nature allows students to develop a critical, constructive and renovating spirit of reality. It fosters the search for knowledge, the development of scientific thinking and scientific investigative skills, which is the basis for finding solutions to problems
MANAGEMENT FUNCTION
- Management tasks are not inherent to the teaching profession We have three types of management tasks: those of the department, those of the Faculty or School and those of the University Educational management: Action and effect of integration of the processes of an educational organization or institution in function of raising both the efficiency and the effectiveness of its main processes based on the philosophy, objectives, values and principles that govern the educational system of a given society, oriented to the satisfaction of a Social Engagement and contributing to enhance nature In this situation, it would be necessary to train the teacher to:
- perform management functions
- share leadership, coordination and relationship responsibilities between teachers, students and the family.
TEACHING FUNCTION
- Not only are the activities that the teachers carry out when they are in class with their students, they represent a set of pre, inter and post-active activities that the teachers have to carry out to ensure the learning of their students.
- Education Management:
- Action and effect of integration of the processes of an educational organization or institution in order to raise both the efficiency and the effectiveness of its main processes based on the philosophy, objectives, values and principles that govern the educational system of a given society, oriented to the satisfaction of a Social Order and contributing to exalt human nature.
- Characteristics or features of university education (MES, 2010)
- I know that presupposes the mastery of a set of scientific knowledge, methods and techniques
- RDM requires considering the integration of the teaching / learning process with the research activity
- RDM involves creating or recreating different learning situations in classes
- The evaluation of the students conditions the entire teaching / learning process
- Reference to students is essential
THE TEACHING WORK
- In teaching work, the first priority is the correct application of the Integral Approach for educational work in universities, which is specified in all the teaching activities carried out. In this way, the comprehensive training of students is fostered, from the disciplines provided in the study plan. This approach must be adapted to the particularities of the pedagogical model and the characteristics under which student learning is developed, to which personalized attention must be provided.
Integral development model
- Organization of the conditions and work environment (physical spaces, the arrangement of resources, etc.). Design and planning of teaching with the sense of a training project (curricular condition). Selection of interesting content and how to present them. Student support materials (guides, supplementary information).
A teaching-learning model
In which classes are discussed; where the teacher acts as a stimulator of participation (posing varied activities and asking questions of the students) and where the student takes an active role; classes that promote comprehensive learning, the application of knowledge and decision-making; and where the communication is bidirectional.
From this perspective, the training action that we would carry out in the classroom would be centered on a practical methodology, by means of which the learning of the theoretical contents of the subject would be made possible, as well as the acquisition of attitudes, values and skills that they are generated in the interaction itself in the classroom (cooperation, critical reflection and active participation).
Fundamental elements of the substantive process at the university.
Importance of Educational Management
Educational management: Action and effect of integration of the processes of an educational organization or institution in order to raise both the efficiency and the effectiveness of its main processes based on the philosophy, objectives, values and principles that govern the educational system of a determined society, oriented to the satisfaction of a Social Order and contributing to exalt human nature
Table No- 1
(See PDF)
Conclusions
- The analysis of the main stages through which the management of the university extension has gone confirms a positive evolution in the development of the process, but also demonstrates how the rigor and scientific basis of the process increased, in this sense, in the last stage It has been verified that as a trend satisfactory results are produced in terms of the conception and projection of the university extension starting from its location as one of the main aspects of higher education and the understanding that the university authorities have reached of it,for its importance in the integral training of professionals and in the strengthening of the role that corresponds to the Cuban university as an active agent in the promotion of cultural development The effective and efficient management of the university extension and the leading participation of the different social actors in This process will allow for a much more systemic integration with the other university processes and will enhance the role and place of the University in the Battle of Ideas and within it, in the Battle for Culture waged by all our people. University extension as a dynamic training process of university-society ties,It is vital in the training of a professional prepared to take on the different scenarios and live up to the current era, helping to transform it, which is why it is considered necessary to take on a management proposal for university extension, consistent with social needs and projections. and with sufficient flexibility so that the conditions from which its application is feasible can be evaluated in each university. The initial preparation that teachers must receive during the categorization process is not recognized, taking into account that they are not teachers and a pedagogical model is applied where there is no practical experience.3-The methodological preparation is proposed using all the variants established for university professors when part-time teachers do not have the same conditions, it is necessary to identify which are the most effective variants in this work. 4-Basic preparation It includes those contents that have traditionally been established, not taking into account, among others, issues related to educational research, educational evaluation and intervention, about blended teaching, university extension, research work and its systemic application.not taking into account, among others, issues related to educational research, educational evaluation and intervention, on blended teaching, university extension, research work and its systemic application.not taking into account, among others, issues related to educational research, educational evaluation and intervention, on blended teaching, university extension, research work and its systemic application.
Recommendations.
- 1. The majority are applied as forms of professional improvement the diploma and on a smaller scale the courses. Neither is aimed at applying initial preparation programs during the categorization process. 3. The training and preparation programs applied to teachers who have the category of instructor do not contemplate the psycho-pedagogical preparation for tutors. 4. Highly current topics are discussed, however 50% are decontextualized from the activity carried out at university sites, from their specific conditions and characteristics. 5. The training work itself based on personalized and comprehensive care makes it necessary to enhance the psychopedagogical preparation of the tutor from the part-time teacher training and development process.The dynamics in which the activity of the professors in the university headquarters is developed and their responsibility towards professional training, requires the application of other forms of improvement that develop the necessary practical skills such as: training, seminars, workshops and scientific discussions 7. Identify as one of the important dimensions in the preparation of the 8- Mastery of the method of teaching research. 9 -.- Linking the research activity of students with production. It has a great impact on the training of students to have direct contact with clients who serve as a counterpart to the research group, which also has a significant influence on their motivation towards investigative work.which also exerts a significant influence on their motivation towards investigative work.
Bibliography
- 1-Materials from CD.2-The tutor at the New University. Ministry of Higher Education. Editorial Félix Varela. Havana, 20063-Methodological Teaching Regulations RM-210 / 07.4-José M. Ruiz Calleja and Antonio de la Flor Santalla. · An approach to the definition gives the concepts of management and administration in connection with education5-MONTH: (2001): The role of the university in the current battle of ideas. IV National Workshop on Ideological Political Work, Havana. 6 - Revista Pedagogía Universitaria Vol. XI No. 2 2006
Further reading
- CARRERA GONZALO, Mª J. (2000). Evolve as a teacher. Dialogue, training and research. Granada: Editorial Comares).HORNILLA, T. (1999) (Comp.). University teacher training and quality of teaching. Basque Country. University of the Basque Country.MEC (1992). The training of university teachers. Madrid: Ministry of Education and Science.
