The New Role of the University Professor in the Post-COVID Stage: Training and Development of Teaching Competencies
Abstract
This systemic review article constitutes an analysis of the change in performances that university professors have had to face in their teaching work before, during, and after the COVID-19 pandemic, highlighting the importance of the training and development of teaching skills. Therefore, the objective is to identify the teaching competencies that university professors must develop in their new teaching role to respond to the challenges in the post-COVID stage. Remembering that university professors abruptly transitioned from the traditional educational model to a completely online one, having to reconfigure their face-to-face educational practice to a virtual education format derived from the COVID-19 health contingency, the methodology used was the one suggested by authors who have carried out systemic reviews, in such a way that search techniques and criteria, inclusion criteria and process for data analysis, as well as an internal screening protocol, were used. The results obtained are the bibliometric features of an analyzed literature, and a proposal where the basic, disciplinary, pedagogical, and digital competencies are classified and essential for the new teaching role in the Post-COVID stage. Finally, we conclude by analyzing the implications of the changes in the performances of university professors during the COVID-19 pandemic, as well as the challenges they will have to face to respond to the new demands for educational services in a post-COVID stage seeking at all times to continue empowering their academic work, regardless of the educational modality.
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