WILCAR DAMIAN CIFUENTES ALVAREZ , CÉSAR AUGUSTO DE LEÓN VILLEGAS , SANDRA MILENA DAZA DAZA , CARLOS ANDRÉS MEJÍA ROJAS , MARÍA ANGELICA ACOSTA GUTIÉRREZ
DOI: https://doi.org/Educational innovation in the teaching practice of engineering professors at the Universidad Popular del Cesar is analyzed through a focus on educational psychology and the transversality of teaching. The case study method is applied and, based on interviews and discussion groups with 49 teachers, innovations, psychological factors that favor them, and obstacles that limit their development are identified. These findings, together with the transversality approach in teaching that incorporates competency-based training, are the basis for an intervention proposal that seeks to promote innovation in teaching practice and that is designed and developed for its application.
Engineering education faces global challenges. In Latin America and the Caribbean, attempts are being made to overcome the traditional teaching approach and greater innovation in teaching practice is required. At the Universidad Popular del Cesar, Colombia, teaching practices are recognized as a critical factor in training; however, there is little development in the educational innovation of engineering professors. Educational psychology provides a basis for the study of innovation and factors have been identified that hinder or favor educational innovation in teaching practice in other contexts. A competency-based teaching approach requires consideration of the transversality of teaching in the training of engineers.
