Teaching beliefs of university teachers: A critical perspective Creencias de la enseñanza de profesores universitarios: Una perspectiva crítica

© 2018, Universidad Central de Venezuela. All rights reserved.The purpose of this study was to understand the beliefs that guide the practices of university professors from a critical perspective and according to a framework of teaching models. From a qualitative methodology with a grounded theory approach, the theoretical sampling was applied to select and interview Mexican professors from public and private universities and then codify the data analytically. Among the main findings is how teachers¿ beliefs adjust to their classroom and curricular scenarios focused on subjects that demand the student to be the center of learning, and how these are influenced by this globalizing neoliberal era. They emphasize the beliefs in students¿ active participation in applying and utilizing knowledge of knowledge in contextualized activities that lead to the understanding, as well as the maintenance of the interest and attention of the students in the self-regulation of their learning.