Revista Electrónica de Investigación Educativa (May 2006)
A New Perception of the University Teacher’s Professional Identity in the Presence of the European Convergence
Abstract
This paper presents a critical reflection on the implications emanating from the European convergence process, and which affect how university faculty perceive their teaching. Creating a professional identity implies, among other things, the assumption of a determined mode of situating oneself in the presence of students’ construction of knowledge. From Europe come suggestions for the adoption of models focusing on student-based learning; these models invite teachers to use participatory methodologies for managing the classroom, while designing strategies for a more flexible performance. Presented here is a comparative analysis of the functions traditionally assumed by university faculty and those indicated by the European Convergence, based on an analysis of the diverse elements making up the curriculum.
