La profesionalización docente, desde la dimensión pedagógica. Una estrategia para la gestión de la calidad universitaria.

Abstract

Professionalization as a process is a demand that comes from social development and as a trend it is desirable because it guarantees greater quality in the teaching performance. For the university professor, this process converges in two dimensions: that of teacher and that of researcher. Objective: The present work seeks to manage a strategy of professionalization from the pedagogical dimensions that contributes to the consolidation of professional performance and consequently improves the quality of the training process in which it develops. Methodology: The essential aspects were evaluated if the professionalization of the university teacher is to be achieved. Assuming the notion that this does not have initial pedagogical training. Practicing the profession first by imitation and then by accumulation of knowledge and experiences, which allows it to reach levels of performance that, while ensuring a certain success in the delivery of their subject, will not be a sufficient condition to resize the process of training professionals of the 21st century. Conclusion: Given this, the direct relationship between the improvement in the quality of higher education and a process of professionalization that allows the teacher to make sound decisions about the changes that must be introduced in their performance as manager of the training process is corroborated.