University teaching and content conception

Abstract

The objective of this study is to measure the impact on the professional development of the teaching training course "The maps of content and problems: another way of designing teaching" inserted in the "Training and Teaching Innovation Program of University Teachers" (FIDOP), which has been developed at the University of Seville since the 2013/2014 academic year. The course aims to accompany teachers, using the map tool, in the restructuring of the contents with the aim of facilitating a change from a teacher-centered model and their teaching to a model focused on student learning. The methodology used in this evaluation responds to mixed studies, i.e. incorporates a system of categories and a hypothesis of aprioristic progression, analysis of data content and quantitative processing of information units using Atlas.Ti software; along with qualitative analysis of selected fragments and discursive units for this purpose, which help capture the direction of the data. Our study provides evidence on the potential for professional university teaching development of working with content maps and problems. We also note evidence that the shift in the content approach induces changes in the methodological and didactic model. The study also provides a characterization of the progression itineraries and the description of the obstacles identified in terms of the change in content conceptions, thus contributing to the approach of future research, as well as the design of training programs aimed at university teachers.