Teaching professionalism seen by indicators in a university context of primary teacher training

Abstract

University teaching professionalism enters into the problems inherent in the quality of higher education, a relevant task for the sake of training competent university graduates in the conditions of highly complex contexts scientifically and technologically. The analysis of the relationships between teacher professionalization and professionalism in educational processes, in addition to its conceptualizations, constituted core aspects in both its theoretical and practical approach, necessarily with a dialectical approach. The study presented had the objective of evaluating the teaching professionalism in the teachers of the Department of Primary Education of the Hermanos Saíz Montes de Oca University, for which indicators of teaching professionalism were determined and these were subjected to evaluation through written questionnaires built with the scheme of the Likert scale; information processing was done on the basis of percentage analysis, class grouping of data and data triangulation. Based on criteria established by the authors, the indicators of professionalism achieved, those not achieved and those in which successes are identified, but not sufficient satisfaction, were identified; in general, there was a high appreciation of the professionalism demonstrated by the teachers. The research was considered as a reference for other studies on the subject.