Perceptions of university teachers on their human, professional, and pedagogical dimensions

Abstract

The objective of this research is to describe the perceptions of university teachers about their human, professional, and pedagogical dimensions. The study was framed in the analytical empirical paradigm based on the positivist vision, the descriptive quantitative approach and the non-experimental-transversal deductive method. The population consisted of 246 teachers from three faculties of a Colombian public university and the sample consisted of 180 individuals, to whom a Likert-type questionnaire was applied with 32 questions related to four variables: sociodemographic characteristics, being personal, being professional, and being pedagogical. The data were analyzed through descriptive statistical procedures. The results show that the participating subjects have developed their personal, professional, and pedagogical dimensions as part of their teaching identity. Although not all university professors have advanced studies in education or pedagogy, the culture of university life with all its logics, allows the socialization and circulation of educational, and pedagogical knowledge/practices -teaching experience/identity- that favor the praxis towards teaching, learning, didactics, and evaluation.