Revista Docencia Universitaria

Vol. 16 No. 1 (2015): Revista Docencia Universitaria
Articles

What does it mean to be a teacher at the University level? An approach through statements of teaching philosophy

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  • Claudia Drago Camus,
  • Roberto Espejo Leupin,
  • José González-Monteagudo
Claudia Drago Camus
Universidad Católica de Chile
Bio
Roberto Espejo Leupin
Universidad Central de Chile
Bio
José González-Monteagudo
Universidad de Sevilla, España
Bio

Published 2015-12-08

How to Cite

Drago Camus, C., Espejo Leupin, R., & González-Monteagudo, J. (2015). What does it mean to be a teacher at the University level? An approach through statements of teaching philosophy. Revista Docencia Universitaria, 16(1), 87–102. Retrieved from https://revistas.uis.edu.co/index.php/revistadocencia/article/view/5953
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Abstract

In this article we report the results of our research on the meaning of being a university teacher, which was developed through the content analysis of 73 texts produced by the participants of a teacher development program in a Chilean university. These texts correspond to what has been called a statement of teaching philosophy, i.e., a reflective text that intends to establish the teacher identity and the teaching practice of its author. Texts were anonymised and codified according to usual content analysis techniques. The categories produced from the material were: a) reasons for becoming a university teacher, b) relevant characteristics of a university teacher c) the role of the university teacher, d) the theoretical framework of the teaching practice, and e) the methodology of the teaching practice. Finally, we discuss our results underlining the implications for accompanying the training and the professional development of university teachers.

Keywords: university teaching, statements of teaching philosophy, content analysis, university teachers, teacher training.

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