Percepciones docentes sobre la experiencia del Programa de Acompañamiento Docente del Campus de Educación a Distancia IPLACEX

Jorge Andrés  Palma Osses; Cristián Cárcamo Saldivia

doi:10.58479/almanaque.2025.180

Authors

Jorge Andrés Palma Osses IPLACEX, (Chile)
Cristián Cárcamo Saldivia IPLACEX, (Chile)

DOI:

https://doi.org/10.58479/almanaque.2025.180

Keywords:

faculty support, teacher perceptions, skills, teaching preparation, communication, feedback

Abstract

This article presents research on the Faculty Support Program (hereinafter, PAD) at IPLACEX, focused on improving the distance education experience from the perspective of faculty professional development. The aim is to assess teachers’ perceptions of the PAD and its impact on competency development. A qualitative approach was used, including semi-structured interviews and content analysis. The results indicate that the PAD is effective in providing constructive feedback and practical tools, highlighting the importance of communication and interpersonal relationships. However, areas for improvement were identified, such as the need for more continuous support and more effective instructional strategies.

Author Biographies

Jorge Andrés Palma Osses, IPLACEX, (Chile)

A education professional with a solid background in university teaching, faculty support, and the design of learning experiences, with experience in institutions such as the Universidad Metropolitana de Ciencias de la Educación, IPLACEX, AIEP, and the DIM-EDU Trainers Network at the Universitat Autònoma de Barcelona. He has served as Coordinator of the Faculty Support Program at the IPLACEX Distance Education Campus, instructor in areas such as diversity, inclusion, pedagogical innovation, and citizenship education, as well as Social Sciences teacher at the Liceo Experimental Manuel de Salas. His experience combines the creation of innovative instructional strategies, the strengthening of teaching competencies, the implementation of active learning methodologies, and the effective use of technology to support continuous improvement in educational processes, integrating advanced skills in communication, instructional design, and collaborative work.

Cristián Cárcamo Saldivia, IPLACEX, (Chile)

Bachelor of Psychology with more than 9 years of professional experience in Higher Education, working in both undergraduate and postgraduate programs. Strong background in team formation, leadership, and management, as well as in the design, evaluation, monitoring, and administration of projects. Skilled in objective-based management and the implementation of admission and recruitment campaigns. Career developed across various institutions in the education and training sectors. Proactive, results-oriented, and committed to achieving institutional objectives, with strong social skills that support integration into work teams with an excellent organizational climate, fostering understanding and effective workflow. Demonstrates commitment to organizational guidelines and experience in developing continuous improvement methodologies for organizational processes.