Changes in teaching practices resulting from curriculum transformation at a privately managed university

Abstract

Curricular transformation emerges as a key tool for university adaptation. This process involves reviewing profiles, study plans, academic programs, among others, and becomes necessary when updates do not meet the demands of the environment, requiring profound changes. The objective of this research was to analyze the changes in teaching practice resulting from the curricular transformation implemented at Yacambú University, based on the contributions of Taba (1962) on adapting the curriculum to the needs of students and the context; Díaz-Barriga and Inclán (2001), who discuss the challenges of the implementation process; and Stenhouse (1984), who explains the role of teachers in curriculum design, development, and evaluation. Methodologically, the study follows a quantitative approach under a positivist paradigm; it is a field study, non-experimental in nature and transactional in design, with a descriptive level. The population consisted of forty-nine teachers assigned to the Faculty of Administrative Sciences (FACAD), and a non-probabilistic convenience sample was used to select the sample, which ultimately consisted of thirteen participating teachers. For data collection, a Likert scale was designed, which was submitted to expert review and subsequently to a pilot test, obtaining a Cronbach's alpha coefficient of 0.93, indicating high reliability of the instrument. The results of the study provide descriptive evidence on the changes in teaching practice resulting from the curriculum transformation, highlighting modifications in areas such as continuing education, pedagogical mediation, integration of competencies, planning, teaching methodologies, assessment, innovation, and classroom management. This analysis constitutes a first approach to the study of teaching practice in the context of curriculum transformation and lays the foundation for future, more extensive research that may explore other phases of the process.