Habilidades didácticas de los profesores y creatividad en la educación superior. Experiencia en una universidad mexicana

• Autores: Teresa Morlà Folch, Daniel Eudave Muñoz, Ignasi Brunet Icart
• Localización: Perfiles educativos, ISSN-e 2448-6167, ISSN 0185-2698, Vol. 40, Nº. 162, 2018, págs. 100-116
• Idioma: español
• DOI: 10.22201/iisue.24486167e.2018.162.58886
• Títulos paralelos:
  • Didactic skills of professors and creativity in higher education. The experience of a Mexican university
• Enlaces
  • Texto completo
• Dialnet Métricas: 12 Citas
• Resumen
  • español

    Resumen El objetivo del estudio es analizar los obstáculos que afronta el profesorado universitario para la enseñanza de la creatividad, y concretar actuaciones educativas que superan estos obstáculos. Se presenta un estudio de caso en dos licenciaturas: Arquitectura y Biotecnología, en una universidad pública mexicana. El conjunto de datos analizados se obtuvo mediante tres técnicas de la metodología comunicativa: se entrevistó a ocho profesores, se realizaron tres grupos de discusión con alumnos y se realizaron dos observaciones en clases. El caso estudiado evidencia cómo la actitud hacia la creatividad, las habilidades del profesorado y el método de enseñanza tienen relación directa en el progreso del pensamiento creativo de los estudiantes. Los participantes demandan que desde la investigación se evidencien aquellas actuaciones educativas que garantizan la formación exitosa de las capacidades y competencias creativas del profesorado y de los estudiantes.

  • English

    Abstract The goal of this paper is to analyze the obstacles university faculty members face in teaching creativity, and in achieving educational actions that overcome these obstacles. The paper presents a case study into two undergraduate programs-architecture and biotechnology-at a Mexican public university. The set of data analyzed was obtained through three communicative methodology techniques: interviews with eight professors, three discussion groups with students, and two classroom observations. The case study reveals how attitudes toward creativity, the skills of faculty members, and teaching methods are directly related to students’ progress in creative thought. Participants demand that research be conducted into the educational actions that guarantee the successful formation of creative skills and competencies for both faculty and students.

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