Construction of pedagogical knowledge in non-teaching professionals

Abstract

The success of the Venezuelan technological universities was based on how their professors encouraged in the students the development of skills and attitudes that distinguish them as excellent professionals, evidencing an adequate pedagogical task and an excellent teaching practice. But how university professors, without pedagogical training provided to teaching, built their pedagogical knowledge, what factors have been predominant in directing their teaching practice and what characterizes them. Concerns that led the researchers to interview a group of five (5) teachers using the qualitative method of narrative autobiography. Concluding that the teachers have enriched their teaching practice from the experience of teaching the knowledge they know, accompanied by permanent training in pedagogy. What has allowed them to go from being only transmitters of knowledge, to generators of conditions for students to appropriate it, educating them to be excellent professionals and good citizens. The pedagogical and practical knowledge was developed from a combination of theory and experience, creating a new way of developing the pedagogical practice very typical of each teacher. Where each teacher has a perception of how their self-constructed knowledge about practice has been, which allows them to analyze and execute certain actions in favor of improvement and professional development.