La formación docente en ingeniería: apuestas, modelos pedagógicos y desarrollos profesionales, en el caso de los circuitos eléctricos

Abstract

The pedagogical models used in the teaching of electrical circuits in Colombian engineering programs are identified, from the perspective of teachers and students. The research has a qualitative approach, with sample of 16 universities, 2 teachers and 2 students for institution. The 53% of teachers identify their practice with traditional and behavioral models, while 67% of students perceive those same models in classroom. It is concluded that the use of those models is explained by the way in which teachers were taught.