Teaching Practice and Citizenship in Higher Education
Abstract
The objective of this study is to determine the degree of citizenship in higher education students of the Academic Unit of Psychology of the Universidad Autónoma de Zacatecas (UAZ), including democratic responsibility, respect for human differences and coexistence and peace. The method was quantitative with a correlational scope and a cross-sectional design. A self-made instrument called the "Teaching Practice and Citizenship Questionnaire" was applied to 106 UAZ students. Among the results, it was found that there is a strong to moderate cohesion between the variables of the Teaching Practice and Citizenship axes, since a correlation was observed above 0.234, with a significance lower than 0.05. This indicates that if the teacher is trained in a critical way, makes assessments of the teaching and learning processes through dialogue, interacts with other teachers and builds and lives values in their educational and social context, they will be influencing the formation of a citizen habitus with its student body, having a positive impact on society. Here it is shown that teaching is totally linked to the formation of citizenship practices, which explains the strong relationship between a trained teacher —who investigates, plans and has an integral personality— and leadership actions of students capable of solving and facing problems and participating democratically.
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