La metodología dialógica en las aulas universitarias

Authors

Maite Arandia LoroñoSalto de línea María José Alonso-OleaSalto de línea Isabel Martínez-DomínguezSalto de línea Universidad del País Vasco. Escuela Universitaria de Magisterio. Bilbao, España.

Abstract

Dialogical methodology in university classroomSalto de línea Salto de línea The purpose of this paper is to analyze the use of dialogical methodology at university. The study has been conducted with the participation of students from Social Education degree from the University of the Basque Country. One of the aims was to think about the initial educational training on the perspective of alternative methodological approaches that enhance nowadays’ professionalism. Moreover, this study analyzes the role of University and their teacher should have in society. The thoughts and analysis of both issues is necessary so that universities will be able to consolidate a project that will answer to the social request and needs of the 21st century. The methodology used in this study has been qualitative and information has been collected out of the next matters: the formative biography of each student, field notes and the conclusions from the stories of each group of study. The results are grouped under four main topics: the academic socialization process, personal view about education, achievements through dialogue and the acquired learning. A dialogical methodology can lead students to become aware of their own learning as well as its contribution to consolidate argumentative and critical thinking. The aim has been to provide some guide-lines so that university educators will allow us to advance on transformational projects.

Keywords

Higher Education, university teaching, dialogical education, adult learning, teaching methods, educational innovation, educational change, student participation, teaching quality.