Semantic representation of university students on innovative teaching practices.

Abstract

Universities must create conditions for innovation and improve educational quality. In ITSON a curricular restructuring was carried out on a competency model, being necessary to know the students' perception regarding innovation in teaching practice. A qualitative study with a phenomenological design was carried out, with focus groups using the MAXQDA. As a result, the implementation of theoretical and practical activities was identified, support for oral exposure with low elaboration video, use of WhatsApp and Facebook, and evaluation with the use of projects. A semantic network was built, which responds to the innovative teaching-learning process. In conclusion, teachers are perceived to employ innovative strategies and practices.