Impacto de la formación pedagógica de los docentes de Química en estudiantes de carreras de ingeniería de la sede de Alto Valle y Valle Medio

Abstract

This research seeks to investigate the impact that pedagogical training of university teachers generates in students. For this, changes were revealed in the students' perception regarding the assessment of the classes and their motivation for learning chemistry. Variations in academic performance were also evaluated. It is used as a unit of analysis for students of the subject Chemistry I, a subject that is in the Food Engineering and Biotechnology Engineering careers that taught by the National University of Río Negro, at the Alto Valle and Valle Medio headquarters, Location Villa Regina. The cohorts under study are five, from 2016 to 2020. During this period there was a gradual transition of the teaching group, which went from a technical profile, with a focus teacher-centered, to student-centered teaching. This was possible thanks to the incorporation of assistants with basic pedagogical training, and the training of the teachers in charge. In the last cohort under study, all teachers They had at least accredited training. A mixed, quali-quantitative research was carried out, through interviews with students and a course evaluation survey. Analysis of the results indicates positive variations in the appreciations of the students of the cohorts where the teachers received some type of training. The biggest changes are observed in the perception of the enthusiasm and dynamics of the teacher's classes and in the assessment of the individual relationship with students.