Evolutionary process in the management of professional training of university teachers from different disciplinary fields

Abstract

This article stems from the need to understand the professional development of university professors who do not share the same profession as the students they teach. It is grounded in Interpretive Sociology and Formative Theory. The former allows for the understanding, explanation, and interpretation of teacher professional development based on their situations, social relationships, the meaning of their actions, and the significance they assign to them. The latter describes the evolutionary process that university professors undergo through three formative stages. The methodological approach is based on hermeneutic phenomenology, with the intention of describing and interpreting this evolutionary process and identifying the characteristics that define their identity as unique teachers. The results show that during the professional development process, professors demonstrate mediating elements that allow for an understanding of their academic and pedagogical training. Based on these elements, they contribute to their students' learning despite not sharing the same values and interests that define their professional identity.