Continuous training strategy for teachers at the University of Artemisia

Abstract

It is assumed as the objective of the article to present a proposal for a continuous training strategy that enables teachers to raise the quality of the training process of undergraduate university students, in correspondence with the demands of the 21st century. Historical-logical, analytical-synthetic, inductive-deductive, systematization and systemic-structural-functional methods were used as theoretical level methods, which allowed the search for theoretical references on continuous training needs, the diagnosis of needs and the elaboration of the improvement strategy. Of the empirical ones, the survey was used and of the statisticians, descriptive statistics were used, which made it possible to quantify and compare the results obtained by the applied instruments. Percentage analysis was used as a procedure and the Related in opinions of experts, specialists, or experts. Likewise, inferential statistics were used to make inferences and generalize the results obtained. The continuous training strategy of the faculty of the University of Artemisia for the training of professionals is described, considering its features, premises for its implementation and actions for each of the stages assumed. As part of the diagnosis carried out, the results obtained in the surveys applied for the design of said strategy are collected, considering dimensions and indicators. The feasibility of the strategy is validated by expert judgment. As a fundamental result, it was possible to design the Continuous Training Strategy for the faculty of the University of Artemisia for the training of undergraduate professionals.