The preparation for the extension work of the teachers of the Municipal University Center: diagnosis

Abstract

This article presents the results of a study on teachers' preparation for extension work, a topic of high relevance in the current context due to its connection to the economic and social development of local communities. The study was conducted at the Municipal University Center (CUM) in San Luis, with the objective of diagnosing the current state of such preparation. Theoretical methods such as historical-logical analysis, induction-deduction, and analysis-synthesis were used, as well as empirical methods such as documentary analysis, surveys, interviews, and observation of methodological activities. Descriptive statistics were used for data processing. The main findings reveal limited teacher preparation for extension work, characterized by isolated actions, poorly integrated into the socio-community context, and with a focus on specific activities rather than on ongoing training processes. Likewise, a low recognition of the value of university extension in the development of values and attitudes committed to social transformation was observed, which compromises the comprehensiveness of the process. A weak appreciation was also identified among professors and administrators regarding the role of extension in the development of critical and transformative professional skills. In conclusion, there are evident deficiencies, both theoretical and practical, in the extension training of teachers, especially in methodological aspects. These results underscore the need to refine the training process to ensure more committed, contextualized, and transformative performance by university professors.