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Changes in faculty behavior patterns can occur either from surface modifications (change 1) or from changes supported by modifications of the teacher’s thinking and pedagogical knowledge (change 2). The present manuscript aims to motivate change 2 through a guide that invites teachers to reflect, how to address good teaching practices, from profound changes in their thinking and teaching style, specifically in university virtual modality. This proposal is based on a literature review: (1) good practices in different verticals, (2) good educational practices in virtual education and (3) models of good educational practices to identify a set of practices for virtual education. Subsequently, a guide of three moments is introduced, so teachers can use as an exercise for self-evaluation to determine whether good educational practices have been accepted only to fulfill an administrative – academic requirement or if these practices are part of a change in their thinking and pedagogical knowledge . Virtual education still faces great challenges in the knowledge society, as its quality is questioned, mostly because of the lack of physical interaction that characterizes the classroom education. Thus, an invitation is extended to faculty, to use the guide and iteratively question himself, what kind of change would faculty wants to embrace for his teaching career path? |
