Abstract

CUESTA MORENO, Óscar Julián et al. Teaching Dynamics in Higher Education: Analyzing Teaching Practices of Instructors Featured in the Letters to the Professor Project. Educación [online]. 2021, vol.45, n.1, pp.219-236. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v45i1.41770.

“Letters to the Professor” is a project run by the Pontificia Universidad Javeriana where students communicate with their instructors through letters. This article shows the results of a study conducted to examine teaching practices as well as the professional career path and training of the top eight professors who received the most letters from 2014 to 2018. According to the results, we can affirm that university-level instructors are multidimensional situational development leaders who have the ability to adapt to different social contexts beyond the classroom setting and which is not only reduced to ensuring that their students succeed at learning. They are happy and take pride in possessing knowledge about the subject matter taught, not merely for the sake of being erudite, however. University professors, are ethically compelled to share their knowledge with their students and convey the joy that learning entails. More research is necessary about underlying social aspects involved in university-level teaching not present in standardized instructor assessment questionnaires.

Keywords : Higher Education Instructors; Professional Education; Vocational Training; College Students; Reflections on Teaching; Teaching Strategies; Professor Subjectivity.

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