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dc.contributor.authorAlmonacid-Fierro, Alejandro
dc.contributor.authorValdebenito, Karla
dc.contributor.authorMondaca-Urrutia, Jessica
dc.contributor.authorMorales, Karen
dc.date.accessioned2025-07-08T19:44:38Z
dc.date.available2025-07-08T19:44:38Z
dc.date.issued2025
dc.identifier.urihttp://repositorio.ucm.cl/handle/ucm/6228
dc.description.abstractThe article endeavors to analyze the career path of university professors in the latter stage of their profession and seeks to comprehend the methods of configuring and reconfiguring knowledge related to university instruction. It specifically focuses on professors who hold over 30 years of teaching experience in academia. The study utilized the interpretative paradigm and qualitative methodology, employing semi-structured interviews as the data collection technique. The sample comprised ten teachers and the interviews were conducted between September and November 2022. The findings revealed that university teaching relies on three fundamental aspects: pedagogical construction, affective-emotional aspects of teaching, and barriers to teaching in higher education. The study results offer diverse perspectives on the challenges and opportunities that shape the higher education instructional environment, particularly regarding teaching approaches and methodologies. The research provides novel insights into the multifaceted components that define university pedagogy and the process of professors transitioning into retirement. It establishes a significant foundation for developing more efficacious and adaptable educational policies and practices in the dynamic realm of higher education.es_CL
dc.language.isoenes_CL
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 Chile*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/cl/*
dc.sourceJournal of Education and Learning, 19(3), 1459-1465es_CL
dc.subjectDidacticses_CL
dc.subjectKnowledgees_CL
dc.subjectPedagogical content knowledgees_CL
dc.subjectTeachinges_CL
dc.subjectUniversity professorses_CL
dc.titleUniversity professors in the final phase of their careers: a case study in Chilees_CL
dc.typeArticlees_CL
dc.ucm.facultadFacultad de Ciencias de la Educaciónes_CL
dc.ucm.indexacionScopuses_CL
dc.ucm.uriedulearn.intelektual.org/index.php/EduLearn/article/view/21679es_CL
dc.ucm.doidoi.org/10.11591/edulearn.v19i3.21679es_CL


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Atribución-NoComercial-SinDerivadas 3.0 Chile
Excepto si se señala otra cosa, la licencia de la publicación se describe como Atribución-NoComercial-SinDerivadas 3.0 Chile