Perceptions of teaching and faculty academic development at the University of Chile

Abstract

Objective: To analyze and interpret perceptions about teaching and academic faculty development based on the MDAD Framework (Paricio et al., 2019).
Methods: Qualitative design with an interpretative phenomenological approach.
Twenty-two interviews were conducted within three groups: physical therapy teachers, academic authorities, and the coordinators of faculty development in teaching from the University of Chile and the Faculty of Medicine. Data analysis was conducted using NVivo 12 Pro.
Results: Three dimensions and categories based on the MDAD Framework were adopted: 1) competency-based curriculum planning, 2) conceptions about teaching and learning centered on student-centered learning as well as teachercentered approach 3) Conceptions about faculty academic development, emphasizing the meaning of teacher improvement/ change; teaching effectiveness; and research.
Conclusions: The significance of transforming teaching methods, strengthening competency-based curriculum planning, and advocating for student-centered
approaches to teaching, learning, and assessment is highlighted. In future research, the exploration of innovation for enhancing the faculty academic
development in different institutional settings with the goal of improving the quality of learning is recommended.