Area
social Sciences
Sub-Discipline
Education Sciences
Catholic University of the Holy Conception
- City: Concepcion,
- Commune: Concepción,
- Region: Biobío Region
goals
To train competent graduates in the application of the disciplinary fields of pedagogy, enabling them to generate intervention projects in higher education contexts, with the purpose of improving the quality of professional training processes.
Applicant Profile
The program is designed for professionals from diverse disciplines who are currently involved in or wish to become involved in teaching at Higher Education Institutions (HEIs). It seeks responsible, proactive professionals with the ability to manage their own learning. Applicants are expected to demonstrate an interest in updating and deepening their knowledge and improving their pedagogical skills to serve as educators responsible for training professionals, demonstrating self-directed learning, critical thinking, autonomy, and academic rigor.
Graduate profile
The graduate of the program will develop the skills to apply the different curricular, didactic and evaluative approaches of pedagogy, in the generation of intervention projects in higher education contexts, based on a situated diagnosis with the purpose of improving the quality of professional training processes, from a critical, reflective perspective based on educational theory and ethical-value principles.
Lines of investigation
Development Areas
Curriculum in higher education: focuses on delving deeper into the area of curriculum, with the objective of having a foundation in teaching practice, based on curriculum theory, perspectives and respective approaches, which enables the design and development of curriculum in coherence with theoretical constructs and the needs of professional or technical training in higher education.
Didactics in higher education: focuses on strategies to promote teaching and learning processes in the classroom, moving from a traditionally closed dynamic to a more active and participatory one. In this context, the higher education student is conceived as an active, participatory agent empowered to construct their own learning.
Assessment for learning in higher education considers theories and procedures for the formal and systematic collection of learning information, geared towards decision-making and continuous improvement. From this perspective, assessment is viewed as a value judgment about students' academic work, a judgment that should compare the information obtained from student performance with one or more criteria of excellence, thus enabling guidance for both students and professors.
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