La formación docente en la Facultad de Medicina Veterinaria y Zootecnia: aportes del curso básico para la docencia desde la mirada de sus participantes.
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| Title: | La formación docente en la Facultad de Medicina Veterinaria y Zootecnia: aportes del curso básico para la docencia desde la mirada de sus participantes. |
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| Alternate Title: | Teacher training at the Facultad de Medicina Veterinaria y Zootecnia: contributions of the basic teaching course from the participants’ perspective. |
| Authors: | Olvera-Ramírez, Nancy Daniela1 nancyd.olverar@fmvz.unam.mx, Ramírez-Castillo, Silvia1 |
| Source: | Veterinaria México OA. 2026 Special Issue, Vol. 13, p12-14. 3p. |
| Abstract (English): | The "Basic Teaching" course at the Faculty of Veterinary Medicine and Zootechnics (FMVZ) of UNAM is a strategy designed to strengthen the initial training of faculty members: offering introductory preparation to those who are teaching at the university level for the first time. Over the years, the Faculty has recognized the importance of providing its new professors with preparation that goes beyond disciplinary expertise and incorporates didactic, pedagogical, and technological elements that foster meaningful learning among Veterinary Medicine and Zootechnics (MVZ) students. Objective This paper is to analyze the contributions of the "Basic Teaching" course to the training of new professors at the FMVZ, based on the participants’ perspective. In this sense, the purposes of the course are: to support teachers in identifying the elements involved in the teaching-learning process, to analyze the particularities of both face-to-face and online education, and to provide them with resources to transform their practice into a hybrid environment. Likewise, participants are expected to acquire theoretical and practical foundations that support the implementation of teaching strategies, promoting student-centered learning. Methodology A qualitative analysis was conducted based on the classification of comments provided by participants in the course evaluation questionnaire. Questionnaires covering a period of seven years, from 2018 to 2024, were considered. Results and discussion The course structure includes six training axes. The first focuses on the analysis of teacher identity and functions, framed within University Legislation, the Academic Staff Statute, and the Institutional Teaching Framework, as well as the development of communication strategies that strengthen pedagogical interaction. The second addresses knowledge of the degree curriculum and study programs as an essential reference point for linking content with professional training objectives. The third axis covers the fundamental concepts of didactics, pedagogy, and teaching, connected to learning styles and the principles of meaningful learning. This is linked to the fourth axis, centered on didactic planning: formulation of objectives, selection of strategies, design of resources, definition of evaluation mechanisms, and construction of schedules that provide coherence to the educational process. The fifth axis introduces the use of TIC applied to teaching, including digital resources and an introduction to the emerging role of artificial intelligence in higher education. Finally, the sixth axis incorporates the gender perspective as a component of teacher training, with the purpose of fostering inclusive and discrimination-free learning environments. According to participants’ comments, five categories were generated to describe the relevance of the course: (1) teacher training and professional development; (2) improvement of learning and student-teacher relationships; (3) importance of the course and new approaches; (4) teaching practices and classroom management; and (5) tools for incorporation into teaching processes. These categories show that the course not only facilitates the acquisition of theoretical and practical knowledge, but also promotes critical reflection on teaching practice, in a context where hybrid education and the use of TIC are essential. Conclusion The "Basic Teaching" course is a strategic resource for the professionalization of newly hired professors at the FMVZ. From the participants’ perspective, it represents a formative experience that improves planning, teaching, and assessment, while encouraging the reflective use of digital tools. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | El curso "Básico para la docencia" de la Facultad de Medicina Veterinaria y Zootecnia (FMVZ) de la UNAM es una estrategia diseñada para fortalecer la formación inicial del profesorado: ofrecer formación inicial a quienes se incorporan por primera vez a la docencia universitaria. A lo largo de los años, la Facultad ha reconocido la importancia de que sus nuevos profesores cuenten con una preparación que trascienda el dominio disciplinar, y que incorpore elementos didácticos, pedagógicos y tecnológicos que favorezca un aprendizaje significativo en los estudiantes de Medicina Veterinaria y Zootecnia (MVZ). Objetivo Analizar los aportes del curso "Básico para la docencia" en la formación de los nuevos profesores de la FMVZ, a partir de la mirada de los participantes. En este sentido, los propósitos del curso son: apoyar a los docentes en la identificación de los elementos que intervienen en el proceso de enseñanza-aprendizaje, analizar las particularidades de la educación presencial y en línea, y dotarles de recursos para transformar su práctica en un entorno híbrido. Asimismo, se busca que los participantes cuenten con bases teóricas y prácticas que respalden la implementación de estrategias de enseñanza, promoviendo un aprendizaje centrado en el estudiante. Metodología Se realizó un análisis cualitativo a partir de la clasificación de los comentarios que los participantes expusieron en el cuestionario de evaluación al curso. Se retomaron cuestionarios que abarcan un periodo de 7 años, del 2018 al 2024. Resultados y discusión La estructura del curso contempla seis ejes formativos. El primero se centra en el análisis de la identidad docente y sus funciones, enmarcadas en la Legislación Universitaria, el Estatuto del Personal Académico y el Marco Institucional de Docencia, así como en el desarrollo de estrategias de comunicación que fortalezcan la interacción pedagógica. El segundo aborda el conocimiento del plan y programas de estudio de la licenciatura, como punto de referencia esencial para vincular los contenidos con los objetivos de formación profesional. En el tercer eje se abordan los conceptos fundamentales de didáctica, pedagogía y enseñanza, vinculados a los estilos de aprendizaje y los principios del aprendizaje significativo. Esto se conecta con el cuarto eje, centrado en la planeación didáctica: elaboración de objetivos, selección de estrategias, diseño de recursos, definición de mecanismos de evaluación y construcción de cronogramas que den coherencia al proceso educativo. El quinto eje introduce el uso de TIC aplicadas a la docencia, incluyendo recursos digitales y una introducción al papel emergente de la inteligencia artificial en la educación superior. Finalmente, el sexto eje incorpora la perspectiva de género como componente de la formación docente, con el propósito de fomentar entornos de aprendizaje inclusivos y libres de discriminación. De acuerdo a los comentarios del curso se generaron cinco categorías en las que se describe la relevancia de éste: 1. Formación docente y desarrollo profesional; 2. Mejora del aprendizaje y relación con alumnos; 3. Importancia del curso y nuevos enfoques; 4. Prácticas de enseñanza y manejo de clase; 5. Herramientas para incorporar a los procesos de enseñanza. Estas categorías muestran que el curso no solo facilita la apropiación de conocimientos teórico-prácticos, sino que también promueve la reflexión crítica sobre la práctica docente, en un contexto donde la educación híbrida y el uso de TIC son fundamentales. Conclusión El curso "Básico para la docencia" es un recurso estratégico para la profesionalización del profesorado de reciente ingreso en la FMVZ. Desde la perspectiva de los participantes, constituye una experiencia formativa que permite mejorar la planeación, la enseñanza y la evaluación, al tiempo que impulsa el uso reflexivo de herramientas digitales. [ABSTRACT FROM AUTHOR] |
| Copyright of Veterinaria México OA is the property of Facultad de Medicina Veterinaria y Zootecnia UNAM and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | MedicLatina |
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| Abstract: | The "Basic Teaching" course at the Faculty of Veterinary Medicine and Zootechnics (FMVZ) of UNAM is a strategy designed to strengthen the initial training of faculty members: offering introductory preparation to those who are teaching at the university level for the first time. Over the years, the Faculty has recognized the importance of providing its new professors with preparation that goes beyond disciplinary expertise and incorporates didactic, pedagogical, and technological elements that foster meaningful learning among Veterinary Medicine and Zootechnics (MVZ) students. Objective This paper is to analyze the contributions of the "Basic Teaching" course to the training of new professors at the FMVZ, based on the participants’ perspective. In this sense, the purposes of the course are: to support teachers in identifying the elements involved in the teaching-learning process, to analyze the particularities of both face-to-face and online education, and to provide them with resources to transform their practice into a hybrid environment. Likewise, participants are expected to acquire theoretical and practical foundations that support the implementation of teaching strategies, promoting student-centered learning. Methodology A qualitative analysis was conducted based on the classification of comments provided by participants in the course evaluation questionnaire. Questionnaires covering a period of seven years, from 2018 to 2024, were considered. Results and discussion The course structure includes six training axes. The first focuses on the analysis of teacher identity and functions, framed within University Legislation, the Academic Staff Statute, and the Institutional Teaching Framework, as well as the development of communication strategies that strengthen pedagogical interaction. The second addresses knowledge of the degree curriculum and study programs as an essential reference point for linking content with professional training objectives. The third axis covers the fundamental concepts of didactics, pedagogy, and teaching, connected to learning styles and the principles of meaningful learning. This is linked to the fourth axis, centered on didactic planning: formulation of objectives, selection of strategies, design of resources, definition of evaluation mechanisms, and construction of schedules that provide coherence to the educational process. The fifth axis introduces the use of TIC applied to teaching, including digital resources and an introduction to the emerging role of artificial intelligence in higher education. Finally, the sixth axis incorporates the gender perspective as a component of teacher training, with the purpose of fostering inclusive and discrimination-free learning environments. According to participants’ comments, five categories were generated to describe the relevance of the course: (1) teacher training and professional development; (2) improvement of learning and student-teacher relationships; (3) importance of the course and new approaches; (4) teaching practices and classroom management; and (5) tools for incorporation into teaching processes. These categories show that the course not only facilitates the acquisition of theoretical and practical knowledge, but also promotes critical reflection on teaching practice, in a context where hybrid education and the use of TIC are essential. Conclusion The "Basic Teaching" course is a strategic resource for the professionalization of newly hired professors at the FMVZ. From the participants’ perspective, it represents a formative experience that improves planning, teaching, and assessment, while encouraging the reflective use of digital tools. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 24486760 |
| DOI: | 10.22201/fmvz.24486760e.2025.1648 |
