Challenges in the training of university teachers ; Retos y desafíos en la formación del profesorado universitario ; Desafios na formação de professores universitários

The objective of this paper es to identify the problems and challenges that university teacher training must respond to, aware of their importance in the construction of knowledge, and which are deduced from the needs of society. The current close and global social situation offers many challenges. This has become an opportunity to propose starting from a humanist philosophy. And the person and their integral development are put in the center of education. Later, a brief description of the training models that exist. All of them are valued as necessary and complementary. The formation in small groups or carried out in educational institutions with needs for change is emphasized. Some areas of training are also identified, such as the humanistic approach, the development of skills and mediating characteristics, the deepening of learning processes, active methodologies, the deepening in the transformation of social contexts towards inclusive, fairer, and more supportive societies; theory-practice reflection and action-research methodologies. The article ends with some reflections on the training of these teachers as mediators working with others as a team, in constant dialogue and with their students, having one objective: to build knowledge together that revert to an improvement in society. ; El objetivo de este artículo es identificar cuáles son los retos y desafíos a los que debe responder la formación del profesorado de las universidades, conscientes de su importancia en la construcción de conocimiento, que responda a las necesidades de la sociedad. La actual situación social cercana y global ofrece numerosos retos y desafíos. Esta situación se ha convertido en una oportunidad para partir de una filosofía humanista que pone a la persona y su desarrollo integral en el centro. Más adelante, se realiza una rápida descripción de los modelos formativos existentes que se valoran todos ellos como necesarios y complementarios. Se subraya la formación en pequeños grupos o en instituciones educativas con necesidades de ...