Cogniciones pedagógicas del profesor universitario de ingeniería como base de la actitud pedagógica

abstract in discussions on the pedagogical knowledge and awareness of the university professor, the educational thoughts and opinions that the professor might hold or develop are placed before professional expertise in the relationship between university and private enterprises. as such, an attempt is made to characterize the production of knowledge and the planning of an alternative model of professional training as two of the general bodies of knowledge that academics construct in their teaching careers. generally speaking, cognitions are a set of mental constructs generated in the intra- and intersubjectivity of an individual. on the basis of an empirical and interpretative approach, pedagogical knowledge was placed at a second level of importance in terms of attitudinal elements. the thoughts and opinions of the professor were identified at the highest level, showing positive ideas that drive such a model, whereas the production of knowledge was placed in the lowest group. eighty-five percent of the professors studied possess cognitions and awareness which provide an adequate basis for the teaching profession. such cognitions allow the academic to help form future professionals in a framework of educational cooperation from which engineering knowledge may be constantly created. it is recommended that the university professor receives career-long training so as to complement and enhance both academic and teaching ability