Revista mexicana de investigación educativa
versão impressa ISSN 1405-6666
University education based on models that view content as primordial objectives of learning is being modified, due to accelerated change in knowledge, and as a consequence, the provisional nature of knowledge. Higher education should address the education of individuals who adjust to changing circumstances and problems in a varied, effective manner. An alternative is skill-based education. Such learning, however, faces theoretical limitations and deeply rooted beliefs about the essence of teaching, learning, and evaluating. This article proposes a conception of the teaching/learning process as didactic interaction, considering the following determining factors: student and teacher performance, referent objects, disciplinary criteria, achievement, and the disciplinary setting.
Palavras-chave : teaching; learning; skills; teacher performance; student performance; higher education; Mexico.