EDUCATIONAL TRAINING, RESEARCH AND INNOVATION IN UNIVERSITY TEACHERS: CONTEMPORARY CRITICAL PRECEPT

• Autores: Argota-Pérez, George, Álvarez Becerra, Rina Ma., García-Ceccarelli, Jorge A., Bendezú-Acevedo, María D.R., Castillo-Romero, Patricia C., Pari-Olarte, Josefa B., Roca-Vasquez, Karim L., Gutierres-Ramos, Edgar M., Peñaranda-Calle, César A.
• Formato: artículo
• Fecha de Publicación: 2021
• Institución: Universidad Ricardo Palma
• Repositorio: Revistas - Universidad Ricardo Palma
• Lenguaje: español
• OAI Identifier: oai:oai.revistas.urp.edu.pe:article/3906
• Enlace del recurso: http://revistas.urp.edu.pe/index.php/Paideia/article/view/3906
• Nivel de acceso: acceso abierto

The aim of the study was to analyze the educational training, research and innovation in university teachers through a contemporary critical precept. Indicates that the social dynamics is based on patterns and analytical indicators of changes, experiences of the actors involved, in addition to the evaluative criterion by specialists in the type of method and creation of theories about the practices accumulated during the events of phenomena, processes, events or relevant events such as the demonstration of assumptions. Educational training, research and innovation in university teachers require exhaustive behaviors and deep critical reflection during the evaluative construction of facts and transmission of true knowledge that are acceptable to society, demonstrating social changes in the way of thinking and acting. Keywords: competence model – educational thinking – professional competence – university   education