Faculty Development and complexity of knowledge: Reflectivity as a “systemic bridge” between and within the competence frameworks of university teaching
DOI:
https://doi.org/10.60923/issn.1825-8670/24897Keywords:
Faculty Development, Reflectivity, Competence frameworks, Higher Education, ComplexityAbstract
This theoretical contribution examines reflectivity as a core element to overcome the epistemic fragmentation of knowledge in Higher Education, proposing it as a meta-competence capable of connecting various university teaching competence frameworks. Through Faculty Development, university teachers are encouraged to evolve from mere disciplinary experts into conscious educators, integrating research, teaching, and methodological innovation. This perspective promotes a systemic vision that facilitates dialogue between the role of the university teacher and those of instructional designers, faculty developers, and students, ensuring that classroom practices are coherent with contemporary educational needs. Operational tools such as the Teaching Portfolio are presented as essential devices for documenting this professional growth and making underlying teaching philosophies explicit. Ultimately, this approach aims to transform university into an ecosystem of knowledge where critical reflection acts as a bridge between institutional policies and daily teaching practices.References
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