Teaching strategies and principles of the socio-formative approach to teaching applied by Mexican university teachers

Abstract

Describing the teaching experiences when applying teaching strategies that favor the principles of the socio-formative approach by the university teaching staff of a university was the objective of this qualitative phenomenological study. 27 teachers participated in three focus groups, from four locations of a public university in the State of Sonora, Mexico: Obregón, Guaymas, Empalme and Navojoa. Low coincidence was found between the characteristics of the teaching strategies used by the participants and the proposals for socio-formative teaching. The principles of socio-formation that are applied when developing didactic strategies were identified: Knowledge management, Collaborative work, Ethical life project and Entrepreneurship; to a lesser extent Metacognition. Indicating how teachers translate curricular management by competencies into their teaching activity