Formación docente universitaria para el desempeño en el aula

Abstract

The general objective of this research was to analyze university teacher training for classroom performance at the Rafael Maria Baralt National Experimental University, Coro Campus. Methodologically, a quantitative approach was adopted based on field research with a non-experimental design and a descriptive level. A questionnaire was administered to a finite sample population of twelve (12) teachers to collect data. A survey technique was used to collect the information, with a Likert-type questionnaire as the instrument. Validity was assessed by expert judgment, and reliability was assessed using the Cronbach's alpha coefficient. Descriptive statistics were used for data analysis. From a quantitative perspective, the conclusion is that the average score for teacher training, considering its components and professional development, corresponds to a rank III, which indicates average teacher training.