The influence of personal, institutional and contextual in the career and educational development of university teachers

Abstract

University teachers' teaching development is being influenced by series of positive and negative teaching models, as well as by other previous meaningful processes such as personal determining factors (previous teaching and professional experience, conceptions, believes, routines, practical knowledge. . . ), family determining factors (family experiences, teaching partner. . . ), institutional factors (promotion, selection, training and resource allocation policies. . . ), contextual factors (students' profile, career profile, structure and methodology. . . ) and social factors (social and technological changes. . . ). All of them influence the teachers' professional activity and contribute to the enhancement or decrease of their professional development at certain moments of their teaching career. According to the nature of the teacher's response towards change, the intensity of his development can vary.