Trabajo colegiado entre docentes de posgrado en el marco de los ODS. El caso de Perú y México

Abstract

The objective of the article was to analyse the opinions of postgraduate teachers from two higher education institutions in Peru and Mexico on collegial work in teaching activities, as part of an international project involving 21 universities in Latin America. The questionnaire was used to select indicators of university teaching excellence in six disciplinary areas, and then semi-structured interviews were conducted to explore the results in more depth. Although the institutions differ in size, faculty profile and type of support, the comparative analysis revealed several similarities, among which the following stand out Teachers jointly develop different actions and resources to promote educational quality and improve their individual development; they recognise that coordination of efforts and cordiality are key to co-teaching and to increasing students' learning opportunities; better results are achieved when working with colleagues from related fields of knowledge and with common professional goals; and there is interest in innovative teaching methods, strategies and resources; positive interpersonal relationships and free association facilitate the constant exchange of ideas, habits, beliefs, practical knowledge and, in some cases, the creation of collective learning spaces between teachers and students; finally, the use of good humour, empathy and camaraderie contribute to improving the emotional and social climate in the classroom as well as institutional belonging; co-teaching and the extension of professional ties are important incentives for the internationalisation of postgraduate programmes and the training of highly competitive and socially responsible students. to analyze the opinions of graduate-level faculty from two higher education institutions in Peru and Mexico regarding collaborative work in teaching activities, within the framework of an international project involving 21 universities from Latin America. The Questionnaire for the Selection of Indicators of University Teaching Excellence was applied in six disciplinary fields, followed by semi-structured interviews to further explore the results. Although the institutions differ in size, faculty profiles, and type of funding, the comparative analysis revealed several similarities, including the following: faculty members engage in various joint actions and resources to promote educational quality and enhance their individual trajectories; they acknowledge that coordinating efforts and fostering cordiality are key to co-teaching, which increases students' learning opportunities; better results are achieved when collaborating with colleagues from related fields of knowledge, with shared professional objectives and an interest in innovating teaching methods, strategies, and resources; positive interpersonal relationships and free association facilitate the continuous exchange of ideas, habits, beliefs, practical knowledge, and, in some cases, the creation of collective learning spaces between faculty and students; finally, the use of humor, empathy, and camaraderie contributes to improving the emotional and social climate in the classroom, as well as institutional belonging; co-teaching and the expansion of professional ties are important incentives for the internationalization of graduate programs and the training of highly competitive and socially responsible students.