Training of university professors: a descriptive analysis

Abstract

This article emerges from a research carried out at the University Distrital Francisco José de Caldas (Bogotá, Colombia), on the discourses and practices of teacher training, with a view to resignifying them, giving them meaning and putting them in the institutional academic debate, so that Strategies and actions could be implemented to satisfy the interests and needs (institutional and individual) of training. The investigation had the participation of the University of Tolima (Colombia) and the National University of San Luis (Argentina). The research, qualitative, analytical and descriptive, was carried out on the study of a documentary mass constituted by theoretical, metatheoretical, normative sources (international, national and institutional), whose methodological foundations were constituted by the foucaultian toolbox, mainly archaeological perspective.  The findings ratify the relevance of teacher training evidenced to the extent that the quality of the educational offer of the institutions corresponds (or should correspond), with the levels and processes of training of the academic staff, since in the culture of installed evaluation —and more, in the face of institutionalized self-assessment and self-regulation processes for the purpose of obtaining qualified records by academic programs, and accreditation (both of programs and institutions)—, the teaching factor is a fundamental actor, in the perspective of optimizing and improving the supply of services that universities provide to society, since, in such services, the teaching staff plays a fundamental role.