Implications of proactive lifelong learning for university teachers

Abstract

Objective: To assess the implications of proactive permanent education, from its theoretical foundations in contrast to the experience evidenced in the exercise of university teaching, in  order to elucidate the dialectical qualities of self-knowledge and self-transformation of the contemporary educator.

Methods: The authoresses rely on a qualitative-ethnographic methodology, since it allows the description and analysis of the permanent education process of the teaching group of the National University of Education in its San Vicente Manabí Support Center. The researchers were involved in a reflective, active, and participating observation method.

Result: Proactive permanent education in university teaching practice provides a holistic understanding of the human being as a subject in constant change, having a global vision of the importance of these processes and interacting with the members of the group to achieve common competencies that allow enhancing the institutional educational quality of the university center.

Conclusion: The authoresses suggested the pertinence of a proactive permanent education as a way of achieving quality standards in higher education institutions by strengthening the human capital thanks to university organization processes.