Teaching and learning process in Ecuadorian university education

Proceso de enseñanza-aprendizaje en la educación universitaria

The teaching-learning process in Ecuadorian universities is de- bated due to its methods and practices, which are far removed from students’ needs. No contexto descrito, surge a intencionalidade de compreender este processo a partir das perspetivas docente e estudantil. The research approach was introspective-experiential, the descriptive-interpretive design and using the phenomenologi- cal-hermeneutic method. The key informants were seven students and eleven teachers from universities in the Canton of Quito, Municipality of the Metropolitan District of Quito, Ecuador; the data collection techniques were in-depth interviews and surveys. The information was processed in the following sequence: transcription, coding, categorisation, diagramming of relationship systems, the- oretical comparison and theorisation. The conclusions show that the teaching discourse is based on the constructivist approach. The student episteme shows their experience with a behaviourist teaching approach. Many of the learning shortcomings are attribut- ed to a lack of empathy and trust in the teacher. The learners are ontologically and epistemologically attached to the dialectical model of knowledge. Regarding the philosophical dimension of the teach- ing-learning processes, both parties share the same constructivist conception. The discrepancy lies in the procedural dimension when carrying out pre-professional activities.