The role of the teacher in the new context of transpositional management of learning

Abstract

When considering the challenges of university education in the 21st century, it becomes necessary to understand the role of the teacher as a transformative agent. There are some dimensions of the analysis of teacher training development that need to be reconsidered. Among these, the digital divide among traditional teachers, the overabundance of tasks associated with university functions, information overload, and the low levels of creativity expressed in the use of new technologies in the classroom stand out. The research objective is the role of the teacher in the new context of transpositional management of learning. The research was conducted under a quantitative approach, with a transforming descriptive character, considering practical experiences associated with the actions of teachers in the classrooms of the Autonomous Regional University of the Andes, in Ecuador. The transformative teacher and content curator finds the foundations of their work in various pedagogical, social, and cultural theories that, as a result of discussions in the epistemological field, have attempted to re-signify education and its paths in the 21st century. This new type of professional is necessary to intervene in complex university scenarios. In their role as a symbolic and cultural mediator of knowledge, the opportunity for transformation that teaching work requires in order to achieve quality education rests. The proposed model and its methodologies of use by educational management become an alternative to improve pedagogical intervention in the classroom.