Proposal for the Transformation of University Teaching Praxis

Abstract

This article systematizes a process of reflection and transformation of the author’s university teaching praxis, carried out within a course of the Master’s Program in University Pedagogy at the National University of Costa Rica. The main objective is to critically analyze three dimensions that require strengthening in her teaching practice: authentic assessment, pedagogical time management, and the promotion of critical thinking. A qualitative methodology of systematization of experiences was used, integrating multiple sources such as student portfolios, rubrics, peer assessments, teaching logbooks, educational biography, iconographic metaphor, and collaborative work with a pedagogical partner. 

The experience was developed with a group of 5 Computer Engineering students over a fifteen-week period. The findings reveal improvements in students’ understanding of assessment criteria, the depth of peer feedback, the management of pedagogical time, and the formulation of critical arguments. The study concludes that teaching transformation requires articulating authentic assessment, sociocultural mediation, and systematic reflection to foster more ethical, dialogic, and learning-oriented pedagogical practices.