Marisol Esperanza Cipagauta Moyano
@uniminuto.edu
Facultad de Educación
UNIMINUTO
EDUCATION
Postdoctora en currículum, innovación pedagógica y formación. Doctora en educación. Magíster en administración de instituciones educativas. Comunicadora social-periodista. Miembro de la comisión gestora del plan decenal de educación de Colombia 2016-2026, y de comités científicos y editoriales de organismos extranjeros, así como del grupo de investigación GIUVD, reconocido por minciencias, Colombia. Realizadora de Chef E, programa educativo disponible en YouTube.
RESEARCH INTERESTS
Pedagogía, evaluación, TIC, formación docente, COIL.
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Mónica A. Bautista and Marisol E. Cipagauta
FSFEI HE Don State Technical University
Today’s world requires people who manage their learning and professional updating processes, which claims for a change in educational practices in all levels of education. However, in Higher Education, this transformation relies mostly on teacher’s efforts to innovate within the learning environments, requiring institutional efforts to generate strategies towards educational innovation. This paper presents the analysis of didactic trends and training needs of teachers at UNIMINUTO Colombia, based on the data gathered at the Annual Meetings for Innovative Pedagogical Practices and an additional survey applied on-line, to determine teachers’ training needs and, furthermore, institutional strategies to strengthen the teaching-learning process. The study uses a mixed methodology through a concurrent triangulation design with qualitative and quantitative methods, with an exploratory scope; both quantitative and qualitative parts of the study counted on a voluntary sampling method. Trend analysis shows that the most used didactic methods are Project-Based learning, Research-Based Learning, and Collaborative Learning. However, the analysis of teachers’ appropriation of knowledge about didactics, especially on those strategies, is low or basic, which compared to the training needs expressed by teachers demonstrate that training processes in educational innovation and new teaching methods is crucial to help educational innovation initiatives to evolve. The study stablishes a trend towards the use active-learning methodologies in pedagogical practices, highlighting the necessity of teachers’ training in how and when to use them, and setting the importance of including communication skills as a topic in teachers’ training programs.