Abstract
INACAP is a Chilean university of applied sciences and vocational school (post-secondary education) with more than 27 campuses in different regions of Chile, that offer programs in informatics, mechanical, electrical, and civil engineering among others. Frequently, the teacher training programs in INACAP are designed from a generic vision of pedagogical competencies and not necessarily specialized for a particular discipline. This article contextualizes this situation with an analysis about the contemporary training programs for the development of pedagogical competences of the academic staff of INACAP, and at the same time exposes the results of a survey about teaching needs on Engineering Pedagogy in engineering departments of INACAP. In general, the instrument and indicators seek to obtain information about: (i) experience and needs related to engineering didactic fundamentals, (iii) requirements for the structuring of teaching - learning processes in a university context, and the setting of objectives and contents of an engineering degree among others. Based on these results, a teacher trainings program for the academic staff of the engineering schools was designed. The project is led by the International Center of Engineering Education (CIEI) at the University of Talca (Chile) in cooperation with the academic staff of INACAP Talca, under the pedagogical support of the Technische Universität Dresden (Technical University of Dresden, Germany), Faculty of Education.
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Gormaz-Lobos, D., Galarce-Miranda, C., Hortsch, H., Kersten, S., Rojas-Valdés, P., Vargas-Almonacid, C. (2021). Specializing the Teacher Training on a Chilean University and Vocational School: The Case of INACAP. In: Auer, M.E., Rüütmann, T. (eds) Educating Engineers for Future Industrial Revolutions. ICL 2020. Advances in Intelligent Systems and Computing, vol 1329. Springer, Cham. https://doi.org/10.1007/978-3-030-68201-9_38
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DOI: https://doi.org/10.1007/978-3-030-68201-9_38
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