Creative action mode of the university teacher, singularities for the distance education

Abstract

Background: Distance education changes the traditional schemes in the pedagogical process predominated the teacher-student separation and the diversification of scenarios in order to develop it on technological bases. Therefore, this process demands from the teacher a creative mode of action that guarantees independent, self-regulated and responsible learning and promotes the integral formation of the personality of the student to acquire knowledge and develop skills to learn, learn to do and learn to be with the use of technologies. Objective: To propose the characterization of the duty to be of the creative action mode of the university teacher for distance education from the generalizing actions in the pedagogical process. Methodology: The methodology that predominated was qualitative, as a fundamental method, the systematization of experiences was used in this stage of the research, the sessions in depth applied to 62 university teachers: 57 from the José Martí University and 5 from the Sancti Spiritus Medical Sciences University, all of them with experience in this study modality. Results: The duty characterization of the creative performance mode of the university teacher for distance education from the generalizing actions of the pedagogical process. Conclusions: The characterization of the creative mode of action of the university teacher for distance education from the generalizing actions of the pedagogical process, allow to consolidate the features that distinguish it in correspondence with the requirements of the pedagogical process of the distance learning modality particularizing the use of technology as a function of self-management of knowledge.

Keywords

• sistematización de experiencias
• deber ser
• creatividad
• modo de actuación creativo
• docentes
• educación a distancia y métodos
• educación superior
• realidad virtual educativa.