The University Professor and the Didactic Unit
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Abstract
Faced with the virtualization of education, universities initiate training so that teachers can assume the role of virtual tutor. With problems inherent to the changes, with previous problems of not finding the meaning or relationship of the administrative requirements, with the impression of doing different tasks, the university teacher ends up elaborating them just to comply, affecting their performance. The Didactic Unit allows to have a comprehensive vision of the programming of a class, prioritizing the elements that intervene and ordering the ideas through their characteristics: coherence and contextualization. Given the few and partial investigations, the work of Malpica and Ramos (2013) was taken up. The research is exploratory and correlational, with a single group Pretest – Posttest design, the instrument is the 2 questionnaires. There is a positive correlation of r = 08228. The characteristics of the Didactic Unit improve performance translated into a better evaluation. The coherence between all the elements does not hinder but
facilitates the work. Cross-cutting themes, values, and curricular guidelines should be included in the class schedule. Contextualization enables motivation, meaningful learning, and greater student engagement
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