Universidy teacher education for the challenges of globalization

Abstract

This article is the result of an investigation whose primary objective was to reflect on the university education required by Venezuelan teachers for the challenges of globalization. Theoretical interpretation was supported by Diaz and Hernandez (2002), Flórez (1999), Latapí (2007), UNESCO (2008) and Venezuelan legal documents. Methodology followed the epistemological paradigm of phenomenological investigation, with a hermeneutic-documentary approach. Conclusions are that Venezuelan university teacher training does not lead progressively to the possibility of solving complex problems. The main challenges of globalization are highlighted; in the sociological dimension, the teacher should be trained to contribute to consolidating the values ??of society; in the psychological area, strengthen creativity to combine theoretical and practical or local traditional knowledge with cutting-edge science and technology. The pragmatic dimension requires teachers to use their intellectual capacity and moral prestige to actively disseminate universally accepted values, including peace, justice, freedom, equality and solidarity.