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espanolEsta investigacion presenta los resultados parciales de la implementacion de un programa de desarrollo profesional realizado con profesores de la Facultad de Ciencias de la Tierra y el Espacio (FACITE) de la Universidad Autonoma de Sinaloa (UAS). Su proposito es favorecer la reintroduccion del profesor como sujeto de saber y evidenciar con ejemplos, como el presente estudio, que contribuyan a fortalecer la epistemologia de la practica y la teoria general de las profesiones, el caso de los educadores. Los resultados indican que la inclusion de programas de acompanamiento entre pares genera un mayor nivel de complejidad en la reflexion profesional realizada por el docente universitario y pone de relieve distintas dimensiones o saberes de su conocimiento profesional, aunque las dificultades mayores se presentan en el ajuste a la reflexion tecnica para superar las teorias intuitivas que fundamentan su quehacer docente. EnglishThis research presents the partial results of the implementation of a professional development program carried out with professors of the Faculty of Earth and Space Sciences (FACITE) of the Autonomous University of Sinaloa (UAS). Its purpose is to favor the reintroduction of the teacher as a subject of knowledge and to demonstrate with examples, such as the present study, that contribute to strengthen the epistemology of the practice and the general theory of the professions, the case of educators. The results indicate that the inclusion of accompaniment programs among peers, generates a greater level of complexity in professional reflection made by the university teacher and highlights different dimensions or knowledge of their professional knowledge, although the greatest difficulties arise in the adjustment to the technical reflection to overcome the intuitive theories that base their teaching task.

Conocimiento profesional y reflexión sobre la práctica del profesor universitario