In-service teacher training program

COURSE 2025-26

Universities face the challenge of rethinking and transforming their teaching practices to respond to the demands of a constantly evolving social, technological, and educational reality. In this context, university faculty training cannot be understood solely as technical or disciplinary updating, but as a reflective, collaborative process aimed at improving teaching practice itself.

From this perspective, the ICE proposes a training program articulated around a central idea: the teacher as a researcher of his or her own practice. We assume that quality teaching does not arise from the mere application of external prescriptions, but from each teacher’s ability to critically observe their actions, identify their own questions, problematize what happens in the classroom, and share this process with other colleagues in learning communities. Reflective practice thus becomes a powerful path to transformation, both personal and institutional, which breaks with the traditional isolation of university teaching and promotes a culture of interaction and dialogue among peers.

Along these lines, the focus of the 2025-26 academic year’s programming is on creating spaces where teachers can reflect on, about, and for their practice: starting from what they do, sharing it with others, analyzing it, and jointly developing proposals for improvement and innovation aligned with the real challenges of teaching. This approach is embodied in two complementary lines of action:

• On the one hand, specific courses (workshops, modules and NOOCs) that offer concrete tools to address real problems in teaching and encourage active learning among students.
  
• On the other hand, learning communities, understood as spaces for mutual support, exchange of experiences and co-creation of pedagogical knowledge, where teachers work together to identify common challenges, share good practices and design contextualized pedagogical solutions. 

Through this proposal, we aim to contribute to a more conscious, shared, and transformative university teaching approach, serving the learning and ongoing professional development of faculty members.