Analysis of teaching practice in university teachers and its link with pedagogical training
DOI:
https://doi.org/10.17561/ae.v27n1.9448Keywords:
Teacher training, pedagogical practice, professional development, higher education, teacher reflection.Abstract
This article presents a systematic review of the analysis of university teaching practice and its link with pedagogical training. Forty studies were examined, selected from 548 publications published between 2021 and 2023 in Spanish, English, and Portuguese in Scopus, Web of Science, Dialnet Plus, and ERIC. The analysis was organized according to four key conceptual categories: emotional intelligence, quality and duration of training, use of technologies and collaborative reflection. These dimensions make it possible to understand how pedagogical training affects the improvement of teaching. The findings show that the development of emotional competencies, the pedagogical implementation of technologies, and professional reflection in collaborative communities are determining factors in teaching performance. It is concluded that training programmes must be more comprehensive, flexible and innovative, with an emphasis on active methodologies, mentoring and student-centred approaches, to meet the current demands of higher education.
Downloads
References
Alburquenque, C., & Tejada, J. (2023). Necesidades formativas del perfil creativo-innovador del docente universitario formador de profesores de las carreras pedagógicas en Chile. Educar, 59(1). https://doi.org/10.5565/rev/educar.1611
Alwasidi, C., & Alnaeem, L. (2022). EFL University Teachers' Beliefs about Learner Autonomy and the Effect of Online Learning Experience. English Language Teaching, 15(6), 135-153. https://doi.org/10.5539/elt.v15n6p135
Arasomwan, D. A., & Mashiya, N. (2021). Foundation phase pre-service teachers' experiences of teaching life skills during teaching practice. South African Journal of Childhood Education, 11(1). https://doi.org/10.4102/sajce.v11i1.700
Ather, T., & Awan, R. (2023). Effect of Knowledge Management Practices and Leadership Styles of Heads of Departments on University Teachers' Performance. Bulletin of Education and Research, 43(1), 181-200. http://pu.edu.pk/images/journal/ier/PDF-FILES/10_43_1_21.pdf
Blaszko, C., De Araujo, A., & Tavares, N. (2021). A contribuição das metodologias ativas para a prática pedagógica dos professores universitários. Educação & Formação, 6(2). https://doi.org/10.25053/redufor.v6i2.3908
Cabrera, N., Guardia, L., & Sangrá, A. (2022). Desarrollo profesional de docentes universitarios en línea: un análisis desde las ecologías de aprendizaje. Educar, 58(2). https://doi.org/10.5565/rev/educar.1528
Calvo, A., Haya, I., & Rodríguez, C. (2021). Aprendiendo el oficio docente. El modelo Lesson Study para mejorar la docencia en la universidad. Educatio Siglo XXI, 39(1), 211-234. https://doi.org/10.6018/educatio.469241
De Agüero, M., Sánchez, M., Del Pilar, A., & Pompa, M. (2021). La formación y profesionalización para la docencia universitaria en México desde la voz de los profesores. Revista Electrónica en Educación y Pedagogía, 5(8), 62-79. https://doi.org/10.15658/rev.electron.educ.pedagog21.04050804
De Besa, M., Peña, F., & Gil, J. (2023). Credibilidad docente y engagement académico en estudiantes tradicionales y no tradicionales de Ciencias de la Educación. Revista de Educación, 400. https://doi.org/10.4438/1988-592X-RE-2023-399-571. https://recyt.fecyt.es/index.php/Redu/article/view/94623
Esteve-Mon, F. M., Nebot, M. Á. L., Cosentino, V. V., & Adell-Segura, J. (2022). Digital Teaching Competence of University Teachers: Levels and Teaching Typologies. International Journal of Emerging Technologies in Learning, 17(13), 200-216. https://doi.org/10.3991/ijet.v17i13.24345
García, M. D., Canabal, C., & Margalef, L. (2022). Processes of Collaborative Reflection in Initial Teacher Training. REDU. Revista de Docencia Universitaria, 20(2), 91-106. https://doi.org/10.4995/redu.2022.15665
González, E. (2021). The Impact of Assessment Training on EFL Writing Classroom Assessment: Voices of Mexican University Teachers. Profile Issues in Teachers' Professional Development, 23(1), 107-124. https://doi.org/10.15446/profile.v23n1.85019
Goñi, G., & Yedaide, M. (2023). Adscripciones y formación docente en el nivel superior: el entremedio como espacio para anidarse. Praxis Educativa, 27(1). https://doi.org/10.19137/praxiseducativa-2023-270110
Guillén-Gámez, F., Mayorga-Fernández, M., & Ramos, M. (2022). Examining the Use Self-Perceived by University Teachers about ICT Resources: Measurement and Comparative Analysis in a One-Way ANOVA Design. Contemporary Educational Technology, 13(1), ep282. https://doi.org/10.30935/cedtech/8707
Heikkola, L. M., Alisaari, J., Vigren, H., & Commins, N. (2022). Requirements Meet Reality: Finnish Teachers' Practices in Linguistically Diverse Classrooms. Journal of Language, Identity & Education. https://doi.org/10.1080/15348458.2021.1991801
Jez, R. J., Ramers, L. H., Burgess, M. M., & Cantillon, J. C. (2021). Preparing New Catholic School Educators for Inclusive Schools: An Analysis of University and Diocesan Teacher Training Research. Journal of Catholic Education, 24(2). https://doi.org/10.15365/joce.2402052021
Leite, C., & Sousa-Pereira, F. (2022). Conditions for Socialization with Teaching in Portugal: Analysis of the Training Model and Teacher Trainers. Educare, 26(3), 400-417. https://doi.org/10.15359/ree.26-3.23
Lindstrom, L., Lofstrom, E., & Londen, M. (2022). Supervising teachers' orientations and conceptions about content and process in teaching practice. Educational Studies. https://doi.org/10.1080/03055698.2022.2028608
Mahat, H., Lom, C., Saleh, Y., Hashim, M., Nayan, N., & Bikar, S. (2022). Preparation of Geography trainee teachers in the implementation of home teaching and learning during teaching practice. Geografia. Malaysian Journal of Society and Space, 18(3). https://doi.org/10.17576/geo-2022-1803-11. http://journalarticle.ukm.my/20130/1/54631-192021-1-PB.pdf
Mena, N. P., & Reedy, A. K. (2022). Teaching practicums as an ideal setting for the development of teachers-in-training. Revista Interuniversitaria de Formación del Profesorado, 97(36.1). https://doi.org/10.47553/rifop.v97i36.1.89267
Møller, J. E., Kjaer, L. B., Helledie, E., Nielsen, L. F., & Malling, B. V. (2021). Transfer of communication teaching skills from university to the clinical workplace – does it happen? A mixed methods study. BMC Medical Education, 433. https://doi.org/10.1186/s12909-021-02834-1
Moreno-Pino, F., Jiménez-Fontana, R., Domingo, J., & Goded, P. (2021). Training in Mathematics Education from a Sustainability Perspective: a Case Study of University Teachers' Views. Education Science, 12(3). https://doi.org/10.3390/educsci12030199
Muhammad, N., & Ismail, N. (2021). Integration of Emotional Intelligence in Teaching Practice among University Teachers in Higher Education. Malaysian Journal of Learning & Instruction, 18(2), 69-102. https://doi.org/10.32890/mjli2021.18.2.3
Ngao, A. I., Sang, G. Y., & Kihwele, J. E. (2022). Understanding Teacher Educators' Perceptions and Practices about ICT Integration in Teacher Education Program. Education Sciences, 12(8). https://doi.org/10.3390/educsci12080549
Otondo-Briceño, M., Mayor-Ruiz, C., & Hernández-de-la-Torre, E. (2021). Análisis de los incidentes críticos de la identidad profesional docente del profesorado principiante de educación especial. Formación Universitaria, 14(4). https://doi.org/10.4067/S0718-50062021000400025
Peguera Carré, M. C., Reverte, A. C., Ianos, M. A., & Coiduras Rodríguez, J. L. (2021). Evaluación de narrativas en formación dual docente: diseño y experimentación del instrumento SCAN. Revista de Investigación Educativa, 39(1). https://doi.org/10.6018/rie.415271
Pérez, A., Mauri, T., & Colomina, R. (2022). Programas de formación del profesorado universitario en Chile: características, propósitos y enseñanza de la reflexión. Foro Educacional, 39. https://doi.org/10.29344/07180772.39.3162
Ramos, G., Pérez, A., Chiva, I., & Moral, A. (2021). Validation of a scale of attention to diversity for university teachers. Educación XXI, 24(2), 121-142. https://doi.org/10.5944/educXX1.28518
Rodríguez, A., González, D., & González, H. (2021). Idiomas y TIC: competencias docentes para el siglo XXI. Un análisis comparativo con otras profesiones. Revista de Educación, 393, 379-405. https://doi.org/10.4438/1988-592X-RE-2021-393-498
Rodríguez-Jiménez, R., & Carmona, M. (2021). A Rationale for Teacher Change from a Bodyfulness Paradigm: An Experience in Higher Education. Education Sciences, 11(9). https://doi.org/10.3390/educsci11090460
Romero-Rodríguez, J. M., Aznar-Díaz, I., Trujillo-Torres, J. M., & Moreno-Guerrero, A. J. (2021). Best practices in the use of mobile learning by university teachers of didactics language-literature. Revista Conhecimento Online, 3, 6-25. https://doi.org/10.25112/rco.v3.2772
Selen, S., & Demirci, M. (2021). University-school cooperation: Perspectives of pre-service teachers, practice teachers and faculty members. Asian Journal of University Education, 17(1). https://doi.org/10.24191/ajue.v17i1.12620
Södervik, I., Vilppu, H., Boshuizen, H., & Murtonen, M. (2021). Development of University Teachers' Professional Vision of Students' Prior Knowledge during a Short Pedagogical Training. International Journal of Teaching and Learning in Higher Education, 34(1), 7-24. https://helda.helsinki.fi/handle/10138/345469
Takala, M., Sutela, K., Ojala, S., & Saarinen, M. (2023). Teaching practice in the training of special education teachers in Finland. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2023.2177945
Ulla, M., & Espique, F. (2021). Hybrid Teaching and the Hybridization of Education: Thai University Teachers' Perspectives, Practices, Challenges. Journal of Interactive Media in Education, 2022(1). https://doi.org/10.5334/jime.758
Uzeirli, E., & Kilicoglu, G. (2021). Investigation of Primary Teacher Training Process in Turkey and Azerbaijan. Egitim ve Bilim [Educación y Ciencia], 46(207), 375-401. https://doi.org/10.15390/eb.2021.9246
Wang, L., & Lam, R. (2023). Native English teachers’ beliefs and practices in teaching oral communication: A multiple case study in China. Indonesian Journal of Applied Linguistics, 12(3), 665-679. https://doi.org/10.17509/ijal.v12i3.45538
Worku, M. (2021). The Experience of Bahir Dar University Teacher Educators in Practicing Society-Centered Instruction. Bahir Dar Journal of Education, 21(1), 46-60. https://journals.bdu.edu.et/index.php/bje/article/view/519
Published
Issue
Section
License
Copyright (c) 2025 Milgian Dixiana Martínez Ordóñez
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors who publish in this journal agree with the following terms:
The authors retain the copyright and guarantee the journal the right to be the first publication of the work as well as a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the authorship of the work and the initial publication in this magazine.
Authors may separately establish additional agreements for the non-exclusive distribution of the version of the work published in the journal (for example, place it in an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
Authors are allowed and encouraged to disseminate their work electronically (for example, in institutional repositories or on their own website) before and during the submission process, as it may result in productive exchanges, as well as a more early and major published papers (See The Effect of Open Access).
