Plan de Formación Docente Sede Principal 2021-2028
Date
2021-11-22Share
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Abstract
Las realidades sociales, culturales, políticas y económicas que se han configurado a partir de la cuarta revolución
industrial, demandan nuevos desafíos para las instituciones sociales, en particular para la Universidad, no
sólo para mantenerse vigente, sino también para ofrecer respuestas pertinentes a las demandas del mundo
contemporáneo.
Desde esta perspectiva, el compromiso de la Universidad con la calidad educativa para permitir el desarrollo
de conocimiento y el aporte a la construcción social desde la formación de profesionales idóneos e integrales
implica reconocer al docente como actor central y como agente de transformación en la consecución de dichos
propósitos. Por lo anterior, la USTA, reconoce que “la formación y cualificación docente, así como la articulación
del proyecto de vida del profesor con el proyecto educativo institucional, resultan absolutamente necesarias
si se desea responder al cambio de paradigma de la sociedad actual” (USTA, 2020).
Abstract
The social, cultural, political and economic realities that have taken shape since the fourth industrial revolution demand new challenges for social institutions, particularly for the University, not only in the field of education and training, but also in the field of education and training.
industrial revolution, demand new challenges for social institutions, in particular for the University, not only to remain relevant, but also to
not only to remain relevant, but also to offer pertinent responses to the demands of the contemporary world.
contemporary world.
From this perspective, the University's commitment to educational quality in order to allow the development
of knowledge and the contribution to the construction of society through the training of suitable and integral professionals.
implies recognising the teacher as a central actor and as an agent of transformation in the achievement of those
purposes. For this reason, USTA recognises that "teacher training and qualification, as well as the articulation of the teacher's
of the teacher's life project with the institutional educational project are absolutely necessary if we wish to respond to the paradigm shift.
if we wish to respond to the paradigm shift in today's society" (USTA, 2020).
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