Resumen

LINARES GONZALEZ, Engelbert Eduardo; GARCIA MONROY, Ana Isabel  y  MARTINEZ ALLENDE, Lucero. Teacher professionalization, new challenges for higher education teachers at the UPIBI of the IPN. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2021, vol.11, n.22, e019.  Epub 21-Mayo-2021. ISSN 2007-7467.  https://doi.org/10.23913/ride.v11i22.857.

To cope with the continuous social, scientific, technological, economic and educational changes, teachers are forced to acquire new skills and to maintain a constant update. Teacher professionalization involves the commitment of teachers to strengthen educational practice through reflection and integration of didactic and pedagogical elements congruent to institutional educational models.

Taking into account the purpose proposed in this work, the argumentation collected individually and collectively from some higher-level professors within the Professional Interdisciplinary Biotechnology Unit (UPIBI) is considered as a starting point, taking into account the moment of entry of the students. teachers to the IPN, work in the classroom with students and the needs for new pedagogical tools that teachers require when traveling within the IPN.

Based on a reflective analysis, the dimensions of teaching practice are detailed, considered as inherent to development in the classroom in which the teacher is considered an intellectual, ethical and moral figure in his work. Likewise, areas of opportunity are detected aimed at strengthening the professional and training work of integral people, with a human sense and socially responsible.

Teachers become aware and reflect on the importance of the continuous training process, acquiring skills and knowledge that allows them to interact in new spaces in which education is conceived based on a new way of being congruent, with critical thinking, to recreate what exists or try new things that help build better lifestyles, helping students in their life project.

As teachers of the IPN it is considered necessary to attend to areas of opportunity within the training and constant updating, since this will allow reaching a considerable level of professional development which will be useful to coordinate learning activities, aimed at reaching an appropriate level of development and providing to students the relevant knowledge and skills with a high level of thinking that facilitates them to analyze, interpret, solve and innovate present and future situations in relation to their personal, family, work and social life.

It is recognized that training, updating and professionalization can be nurtured through formal actions such as courses, workshops and diplomas, but it is also sustained through the exchange of experiences through spaces for exchange and coexistence (congresses, forums, meetings and work collegiate among teachers) which have an immense wealth, since these spaces are destined precisely to mobilize learning through experiences and continue to trace a path with a view to teacher professionalization.

Finally, it is considered that personal development is according to the experience and maturity present in the teacher from his self-knowledge as a person and the role he plays as a trainer of integral people, he assumes social responsibility with the students, attending to what is established within of the regulations of the National Polytechnic Institute. Therefore, the teacher must have a strong commitment to the institution, have skills for group management, assertive communication, be respectful with the community and show a social openness with a gender perspective.

Palabras llave : Teacher; professional experience; academic training; pedagogy; professionalization; technology.

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