Assessment of the teachers’ professional framework of the initial teacher training in the Surcolombiana University Education Faculty, Colombia

Abstract

The following article presents the results of an investigation, whose main objective is to assess the professional framework of the teachers, who work in undergraduate studies at the Faculty   of Education of the Surcolombiana University, Colombia. To achieve this, the study of the general characteristics of teachers, the access to the teaching function, their professional experience, their current situation, their professional skills, and their personal satisfaction is approached from a case study with a quantitative approach, using a semi-structured questionnaire that worked in the field with 48 volunteers between male and female teachers. The findings are presented descriptively and allow us to intuit that teachers have high levels of teaching experience and job satisfaction, which continue to improve their academic training until reaching a significant number of teachers with high-  level studies. However, they require continuing training processes in substantial areas such as alternative methodologies, learning assessment, and digital technologies. Likewise, they suggest adopting measures to make academic agendas more flexible, improve innovation processes, rethink the rate of students per classroom, and talk again about the low recognition of teaching work. Finally, the conclusions are presented in relation to the objectives proposed.