Formación del docente de ingeniería: la relación necesaria entre el contexto y la integración de las dos dimensiones formativas

The existence of innate social contexts requires professionals committed to their social environment which foster action committed to the context that includes and contains. From the perspective of engineering education training must necessarily tend towards integrating the proper topics of the technical arts-cutting generic and universal, with the characteristics and needs of the social contexts that involve them. This integration has to require a major educational mediation by teachers responsible for training, which achieves synthesize the dialectical relationship between “expertise” of their own professional knowledge and academic body of knowledge prescribed for the teaching of each discipline. Such mediation requires not only training in the field of teaching, but enact a real intention to define and implement strategies aimed at successfully resolving the tension previously stated.

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