Tendencias de la formación docente en la Universidad de Colima
Introduction: This study analyzes trends in teacher training at the University of Colima during the period 2020-2024. The research question is: What trends characterize university teacher training at the University of Colima, based on an analysis of institutional training activities developed betwe...
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UNIVERSIDAD ANTONIO NARIÑO
2026
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| Acceso en línea: | https://revistas.uan.edu.co/index.php/papeles/article/view/2452 |
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| author | Vázquez González Bracamontes Ceballos , Edith Bracamontes Ceballos , Isaías Gómez Nashiki, Antonio |
| author_facet | Vázquez González Bracamontes Ceballos , Edith Bracamontes Ceballos , Isaías Gómez Nashiki, Antonio |
| author_sort | Vázquez González |
| collection | OJS |
| description | Introduction:
This study analyzes trends in teacher training at the University of Colima during the period 2020-2024. The research question is: What trends characterize university teacher training at the University of Colima, based on an analysis of institutional training activities developed between July 2020 and July 2024? This analysis is relevant in the context of post-pandemic educational transformation.
Methodology:
A descriptive, longitudinal design was adopted, based on a review of the training programs published on the institutional website. The analysis employed a summative content approach, using a system of categories constructed from theoretical and empirical criteria. The unit of analysis was each scheduled training event. Data were processed using frequencies, percentages, and cross-tabulations, allowing for the examination of their distribution and evolution over time.
Results and Discussion:
437 training activities were identified, corresponding to nine sessions during the analyzed period. Academic events predominated in the following areas: didactics, socio-emotional development, and research. Educational modalities included both in-person and online learning, and workshop and course-workshop formats were the most common. The study also highlighted the concentration of activities in the continuing professional development stage for teachers (90,61 %), in contrast to the initial and specialization stages. A total of 520 facilitators participated, 89,23 % of whom were faculty members of the institution.
Conclusions:
The findings demonstrate a reconfiguration of teacher training toward more flexible, diversified, and relevant models. The need to consolidate institutional strategies that integrate multidisciplinarity, pedagogical innovation, and attention to the emerging needs of the teaching profession is emphasized. |
| format | Digital |
| id | revistas.uan.edu.co-article-2452 |
| institution | Revista PAPELES |
| language | spa |
| publishDate | 2026 |
| publisher | UNIVERSIDAD ANTONIO NARIÑO |
| record_format | ojs |
| spelling | revistas.uan.edu.co-article-24522026-07-27T07:49:33Z Trends in teacher training at the University of Colima Tendencias de la formación docente en la Universidad de Colima Vázquez González Bracamontes Ceballos , Edith Bracamontes Ceballos , Isaías Gómez Nashiki, Antonio Curso de formación educación superior formación de docentes método de formación pospandemia covid-19 tendencia educacional Training course higher education teacher training training methods post-covid-19 pandemic educational trend Introduction: This study analyzes trends in teacher training at the University of Colima during the period 2020-2024. The research question is: What trends characterize university teacher training at the University of Colima, based on an analysis of institutional training activities developed between July 2020 and July 2024? This analysis is relevant in the context of post-pandemic educational transformation. Methodology: A descriptive, longitudinal design was adopted, based on a review of the training programs published on the institutional website. The analysis employed a summative content approach, using a system of categories constructed from theoretical and empirical criteria. The unit of analysis was each scheduled training event. Data were processed using frequencies, percentages, and cross-tabulations, allowing for the examination of their distribution and evolution over time. Results and Discussion: 437 training activities were identified, corresponding to nine sessions during the analyzed period. Academic events predominated in the following areas: didactics, socio-emotional development, and research. Educational modalities included both in-person and online learning, and workshop and course-workshop formats were the most common. The study also highlighted the concentration of activities in the continuing professional development stage for teachers (90,61 %), in contrast to the initial and specialization stages. A total of 520 facilitators participated, 89,23 % of whom were faculty members of the institution. Conclusions: The findings demonstrate a reconfiguration of teacher training toward more flexible, diversified, and relevant models. The need to consolidate institutional strategies that integrate multidisciplinarity, pedagogical innovation, and attention to the emerging needs of the teaching profession is emphasized. Introducción : El artículo analiza las tendencias de la formación del profesorado en la Universidad de Colima durante el periodo 2020-2024. Se plantea como pregunta de investigación ¿qué tendencias caracterizan la formación docente universitaria en la Universidad de Colima según el análisis de las acciones formativas institucionales desarrolladas entre julio de 2020 y julio de 2024? Este análisis resulta relevante en el contexto de la transformación educativa pospandémica. Metodología: Se adoptó un diseño descriptivo con alcance longitudinal, basado en una revisión documental de la oferta formativa publicada en el sitio web institucional. El análisis se sustentó en un enfoque de contenido sumativo, mediante un sistema de categorías construido a partir de criterios teóricos y empíricos. La unidad de análisis correspondió a cada evento formativo programado. Los datos se procesaron mediante frecuencias, porcentajes y tablas cruzadas, lo que permitió examinar su distribución y evolución temporal. Resultados y Discusión: Se identificaron 437 acciones formativas correspondientes a nueve ediciones en el periodo analizado. Predominan los eventos académicos en los temas de didáctica, socioemocional e investigación, así como las modalidades educativas presencial y en línea, además de los formatos didácticos de taller y curso taller. Asimismo, resalta la concentración de actividades en la etapa de formación continua del profesorado (90,61 %) en contraste con las etapas inicial y de especialización. También la participación de 520 facilitadores, de los cuales el 89,23 % son docentes de la institución. Conclusiones: Los hallazgos evidencian una reconfiguración de la formación docente hacia modelos más flexibles, diversificados y pertinentes. Se subraya la necesidad de consolidar estrategias institucionales que articulen multidisciplinariedad, innovación pedagógica y atención a las demandas emergentes del profesorado. UNIVERSIDAD ANTONIO NARIÑO 2026-07-27 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uan.edu.co/index.php/papeles/article/view/2452 10.54104/papeles.v18n35.2452 Papeles; Vol. 18 No. 35 (2026): Volumen 18 issue 35 (january - july, 2026) Papeles; Vol. 18 Núm. 35 (2026): Volumen 18 número 35 (Enero - julio, 2026) Papeles; v. 18 n. 35 (2026): Volume 18, edição 35 (janeiro - julho, 2026) 2346-0911 0123-0670 10.54104/papeles.v18n35 spa https://revistas.uan.edu.co/index.php/papeles/article/view/2452/1846 Copyright (c) 2026 Guillermo César Vázquez González, Edith Bracamontes Ceballos , Isaías Bracamontes Ceballos , Antonio Gómez-Nashiki https://creativecommons.org/licenses/by-nd/4.0 |
| spellingShingle | Curso de formación educación superior formación de docentes método de formación pospandemia covid-19 tendencia educacional Training course higher education teacher training training methods post-covid-19 pandemic educational trend Vázquez González Bracamontes Ceballos , Edith Bracamontes Ceballos , Isaías Gómez Nashiki, Antonio Tendencias de la formación docente en la Universidad de Colima |
| title | Tendencias de la formación docente en la Universidad de Colima |
| title_alt | Trends in teacher training at the University of Colima |
| title_full | Tendencias de la formación docente en la Universidad de Colima |
| title_fullStr | Tendencias de la formación docente en la Universidad de Colima |
| title_full_unstemmed | Tendencias de la formación docente en la Universidad de Colima |
| title_short | Tendencias de la formación docente en la Universidad de Colima |
| title_sort | tendencias de la formacion docente en la universidad de colima |
| topic | Curso de formación educación superior formación de docentes método de formación pospandemia covid-19 tendencia educacional Training course higher education teacher training training methods post-covid-19 pandemic educational trend |
| topic_facet | Curso de formación educación superior formación de docentes método de formación pospandemia covid-19 tendencia educacional Training course higher education teacher training training methods post-covid-19 pandemic educational trend |
| url | https://revistas.uan.edu.co/index.php/papeles/article/view/2452 |
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