CÓMO SE REFLEJAN LAS PRÁCTICAS DOCENTES DE PROFESORES UNIVERSITARIOS EN TRES MOMENTOS CLAVE DE LA CLASE

University lecturers in Mexico do not receive prior training to tackle the multiple problems they face with their students, including deficiencies in previous academic knowledge and low students’ motivation. In this context, the objective of the present investigation was to characterize the teaching practices of lecturers of a private Institution of Higher Education, and to identify those aspects that favorably affect the academic achievement of students, as well as to identify those areas of teacher competence in which the lecturers detect needs, to generate proposals for teachers’ professional development. To this end, a self-report questionnaire was created to investigate the dimensions of effective teaching that teachers consider when they plan, conduct and evaluate didactic sequences and when they interact with their students. The instrument underwent a process of content validation through focus group discussions with expert judges, as well as construct validation through clusters and factor analysis. The results show that teaching experience is a determining factor in the planning, conduction and evaluation processes, and that lecturers do reflect on their teaching practice, which allows them to detect the needs they have regarding pedagogical aspects. Although the offer of training courses in the institution studied is ample, it does not adequately address the needs of teachers. Keywords: teacher evaluation, university teaching, teaching effectiveness.