Trainers of technical professional higher education: Perceptions of their teaching

Abstract

This study explored and analyzed the perceptions of technical training professionals. We centered on teachers of technical professional higher education in Chile who work for the industry and who teach in a part-time schedule. We described how their personal history, education, training, professional experience and resources affect their professional performance as teachers, as well as, the functions of planning, development and assessment of their teaching. The results showed that their tasks reflect models created from relationships with peers or from models that they bring from their preconceptions. A high level of technical expertise, which results in the training, is an element of motivation when teaching. We discuss the idea that while a good part-time teacher is somewhat of a personal achievement; it is also a result of operating model thanks provided by working groups, values, teaching methods, and constant learning.