A REFLECTION ON TEACHING, A PRODUCT OF TEACHING PRACTICE

Abstract

 Today, as it has been in the past and will continue to be in the future, one  of the major concerns of university institutions is academic quality, a permanent  challenge they must face in their future development. This is because this  principle represents a transcendent challenge, inseparable from their capacity for  innovation, which has characterized them in various areas, for example, in the  ways they conceive and develop teaching. One of the guiding criteria for policies  formulated for university education is to carry out short-, medium-, and long-term  actions aimed at contributing to teacher training in the pedagogical dimension  inherent to their teaching. From this perspective, and in the context of developing  comprehensive training plans for the corresponding human talent, members of  the teaching community contribute theoretical and practical insights derived  from their experience in university teaching. The general objective of this essay  is to present to members of the university academic community who work as  teachers, especially those who have assumed the role of teaching “knowledge”  without pedagogical training, a set of insights related to teaching strategies whose  implementation has a positive impact on teaching and on students in terms of  achieving the intended learning outcomes. Three scopes comprise the structure  of the respective intellectual product: the essay: Introduction, the starting point  (conception of teaching strategy), basic teaching strategies, and components of  the teaching strategy (methods, resources, teaching techniques), and conclusions.  It should be noted that the above constitutes a contribution to the broad field of  pedagogy, on which it is necessary to continue reflecting and communicate the  results of the inherent process.