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This study is an exploratory review about teaching practices at Argentinean public universities published between 2010 and 2019. The sample was constituted by 20 papers. The methodology was qualitative based on content analysis in three axes: work methodology, teaching practices description and characterization of the public university. The results showed a predominance of qualitative methodology, in particular of narrative approach. The aim of studies was teaching practices themselves in most of the papers, followed by directly related issues and, finally, in a few papers teaching practices were part of the aim of the study. Almost all of the papers collected data on public universities, but only a small number included the analysis of the university context in their studies. The results are discussed based on the particularities of university education in the local context. [ABSTRACT FROM AUTHOR]

This paper provides a view on the appropriation of Information and Communication Technologies (ICT's) from the perspective of digital contents. The methodology was aimed at identifying trends in the use of ICT's, through the application of a survey type instrument (Likert), answered by 404 teachers. Practices in the use of ICT's, criteria for choosing content, methodological strategies and training in the use and development of content were consulted. The results show a discursive gap between the importance given to ICT's and the teaching practices. It was identified that the respondents have been using the same tools for the past two decades. Besides, there is little implementation of educational innovation projects in their teaching. Likewise, ICT's are assumed as a support for face-to-face teaching and teachers are more consumers than content producers. These findings contrast with the acceleration of the appropriation of ICT's caused by the Covid-19 pandemic. [ABSTRACT FROM AUTHOR]

During the last years the University has evolved from an institution which focused on the study of different natural and social phenomena to becoming the focus of research. This paper shows part of the results of a research on the effects of social changes in the work and professional life of university teachers. The professional life history has been the strategy chosen to approach the changes in the lives of teachers and researchers. As a result of studying and comparing 24 life histories, there appears a group of different topics which have different meanings for the participants in this research. Their analyses show there is an increase in stress and pressure on teachers who are forced to carry out three completely different activities: teaching, researching and having managerial positions. This text presents the situations teachers have to face in a working context which is becoming more and more demanding. [ABSTRACT FROM AUTHOR]