Aportes de dispositivos de formación al primer escalón de la carrera docente en la Facultad de Ingeniería (2019-2022) en una universidad privada de la Ciudad de Buenos Aires
Date
Authors
Catalano Dupuy, Natalia Mónica
relationships.isAuthorOf3
relationships.isAuthorOf4
relationships.isAuthorOf2
relationships.isAuthorOf6
relationships.isAuthorOf7
relationships.isAuthorOf8
relationships.isAuthorOf5
Journal Title
Journal ISSN
Volume Title
Publisher
Buenos Aires
item.qr.title
item.qr.description
Abstract
Description
La presente tesis analiza las experiencias formativas ofrecidas a quienes ingresan a la docencia universitaria, a través de un estudio de caso realizado en dos departamentos de la Facultad de Ingeniería de una universidad privada de la Ciudad de Buenos Aires. Se centra en el rol del auxiliar de cátedra como primer escalón de la carrera docente y busca describir de qué manera estos dispositivos institucionales, contribuyen a la construcción de saberes pedagógicos y al acompañamiento del aprendizaje de los estudiantes. Se parte del reconocimiento de que la docencia universitaria requiere, además del dominio disciplinar, una formación pedagógica específica que suele estar ausente en los primeros tramos de la carrera docente. A través de un estudio de caso de enfoque cualitativo, que incluye entrevistas, encuestas y análisis documental, se analizan las experiencias formativas ofrecidas a quienes ingresan a la docencia universitaria desde el rol de auxiliar, así como las percepciones de los actores involucrados de su valor y alcances. Se destaca la relevancia de la formación docente en disciplinas técnicas, donde los auxiliares desempeñan un rol clave en la articulación entre teoría y práctica, y en la construcción de experiencias de aprendizaje significativas. Esta tesis espera ser un aporte al campo de la educación superior al ofrecer una mirada situada sobre el valor de la formación pedagógica en los primeros tramos de la carrera docente, y al proponer recomendaciones orientadas a fortalecer las estrategias institucionales de acompañamiento al desarrollo profesional en contextos técnico-universitarios.
This thesis analyzes the formative experiences offered to individuals entering university teaching through a case study conducted in two departments of the Faculty of Engineering at a private university in Buenos Aires. It focuses on the role of teaching assistants as the initial step in the academic career and aims to describe how these institutional, contribute to the construction of pedagogical knowledge and the support of student learning. The study is grounded in the recognition that university teaching requires, in addition to disciplinary expertise, specific pedagogical training, which is often absent during the early stages of an academic teaching career. Through a qualitative case study approach, including interviews, surveys, and document analysis, the formative experiences provided to teaching assistants are examined, along with the perceptions of the stakeholders involved regarding their value and scope. The importance of pedagogical training in technical disciplines is emphasized, as teaching assistants in those fields of study play a key role in bridging theory and practice, and in creating meaningful learning experiences. This thesis aims to contribute to the field of higher education by offering a contextualized perspective on the value of pedagogical training in the early stages of an academic career, and by proposing recommendations to strengthen institutional strategies for professional development support in technical fields of study.
This thesis analyzes the formative experiences offered to individuals entering university teaching through a case study conducted in two departments of the Faculty of Engineering at a private university in Buenos Aires. It focuses on the role of teaching assistants as the initial step in the academic career and aims to describe how these institutional, contribute to the construction of pedagogical knowledge and the support of student learning. The study is grounded in the recognition that university teaching requires, in addition to disciplinary expertise, specific pedagogical training, which is often absent during the early stages of an academic teaching career. Through a qualitative case study approach, including interviews, surveys, and document analysis, the formative experiences provided to teaching assistants are examined, along with the perceptions of the stakeholders involved regarding their value and scope. The importance of pedagogical training in technical disciplines is emphasized, as teaching assistants in those fields of study play a key role in bridging theory and practice, and in creating meaningful learning experiences. This thesis aims to contribute to the field of higher education by offering a contextualized perspective on the value of pedagogical training in the early stages of an academic career, and by proposing recommendations to strengthen institutional strategies for professional development support in technical fields of study.
item.page.notes
Keywords
ENSEÑANZA SUPERIOR, UNIVERSIDADES, ENSEÑANZA PRIVADA, FORMACIÓN DOCENTE, CARRERA DOCENTE, ESTUDIOS DE CASOS, ANÁLISIS DOCUMENTAL, ENCUESTAS, ENTREVISTAS, ARGENTINA, BUENOS AIRES [CIUDAD]
item.page.medium
item.page.tipo
Tesis de maestría
Date
item.page.doi
item.page.other
item.page.isbn
item.page.ispartofseries
item.page.paginacion
92 h.
item.page.lugar
item.page.cita
Catalano Dupuy, Natalia Mónica (2025). Aportes de dispositivos de formación al primer escalón de la carrera docente en la Facultad de Ingeniería (2019-2022) en una universidad privada de la Ciudad de Buenos Aires. Tesis de Maestría. FLACSO. Sede Académica Argentina, Buenos Aires.
item.page.extent
Collections
Endorsement
Review
Supplemented By
Referenced By
Creative Commons license
Except where otherwised noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 Ecuador