Enseñanza para la Comprensión en la formación docente universitaria : diseño, implementación y evaluación de una experiencia en El Salvador

Antonia Larissa Hernández Monterrosa

doi:10.48204/j.guacamaya.v11n1.a11548

Submitted October 26, 2026

Published 2026-10-28

Artículos

Vol. 11 No. 1 (2026): Revista Científica Guacamaya

Teaching for Understanding and Transformation of Teaching Practice in Salvadoran Higher Education: diseño, implementación y evaluación de una experiencia en El Salvador

Antonia Larissa Hernández Monterrosa ⁺⁻

DOI https://doi.org/10.48204/j.guacamaya.v11n1.a11548

PDF (Español (España))

References

DOI: 10.48204/j.guacamaya.v11n1.a11548

Published: 2026-10-28

How to Cite

Hernández Monterrosa , A. L. (2026). Teaching for Understanding and Transformation of Teaching Practice in Salvadoran Higher Education: diseño, implementación y evaluación de una experiencia en El Salvador. Revista Científica Guacamaya, 11(1), 83–89. https://doi.org/10.48204/j.guacamaya.v11n1.a11548

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Abstract

The study aimed to design, implement, and evaluate a teacher professional development program focused on pedagogical innovation at Universidad Católica de El Salvador, based on the Teaching for Understanding (TfU) framework. The research employed a qualitative approach with a descriptive scope and an evaluative research design focused on an educational intervention, utilizing an adaptation of the Guskey model to assess the reactions, learning, and application of knowledge acquired by the participating teachers. Across the different phases, 598 participants took part, including faculty members, students, deans, and pedagogical assistants. The process began with a diagnosis of pedagogical training needs, followed by the design and implementation of a five-session Saturday program addressing the components of TfU and thinking routines. Levels I, II, and IV of Guskey’s model were used for evaluation, drawing on questionnaires, interviews, focus groups, and classroom observation. Results showed a favorable assessment of the program and learning related to instructional planning, performances of understanding, assessment criteria, and thinking routines. Classroom observations identified the incorporation of some of these resources into teaching practice, while also revealing the persistence of lecture-based practices. The study concludes that situated pedagogical development can support reflection and transformation in university teaching practice when accompanied by continuity and institutional support.

Downloads

Download data is not yet available.

References

Aronson, P. P. (2013). La profesión académica en la sociedad del conocimiento. Trabajo y Sociedad, (20), 7–19. https://www.redalyc.org/pdf/3873/387334692001.pdf
Blythe, T. (2010). La enseñanza para la comprensión: Guía para el docente (6.ª reimp.). Paidós.
Caballero San José, C., Ruiz Requies, I., & Pinedo González, R. (2023). Pensamiento, investigación-acción y formación docente. Una revisión sistemática de la literatura. Revista Interuniversitaria de Formación del Profesorado, 98(37.1), 353–374. https://doi.org/10.47553/rifop.v98i37.1.94687
Esteves, F. Z. I., Viteri, P. A. G., Avilés, S. A. J., & Romero, J. J. D. C. (2018). Incentivos a la investigación para estimular la actualización docente. RECIMUNDO, 2(1), 259–268.
Garone, A., Bruggeman, B., Philipsen, B., Pynoo, B., Tondeur, J., & Struyven, K. (2022). Evaluating professional development for blended learning in higher education: A synthesis of qualitative evidence. Education and Information Technologies, 27(6), 7599–7628. https://doi.org/10.1007/s10639-022-10928-6
Guskey, T. R. (2024). Look beyond the satisfaction survey: A framework to evaluate results of professional learning. The Learning Professional, 45(1), 28–33.
Perkins, D. (2010). Smart schools. The Free Press.
Ramos-Vallecillo, N., Murillo-Ligorred, V., & Lozano-Blasco, R. (2024). University students’ achievement of meaningful learning through participation in thinking routines. European Journal of Investigation in Health, Psychology and Education, 14(4), 1012–1027. https://doi.org/10.3390/ejihpe14040066
Ritchhart, R., Church, M., & Morrison, K. (2014). Hacer visible el pensamiento: Cómo promover el compromiso, la comprensión y la autonomía de los estudiantes. Paidós.
Stone, W. M. (Comp.). (2005). La enseñanza para la comprensión: Vinculación entre la investigación y la práctica (2.ª reimp.). Paidós.