This research is justified by pointing out the basic conceptions of the continuing education of the university professor. The process of this research included three phases: First, the search; collection and analysis of information. Second, it includes models of professor training and theorization. Third, it raises the final conception of the educational training of the university professor. The research was developed from a qualitative perspective; therefore, it is implanted in an epistemic conceptualization that corresponds to its nature and the interest to deepen in the intuition of the object of study. In this research participated 8 (eight) professors who work at UTE. For the analysis of the data that was obtained they were applied the Grounded Theory and the Constant Comparative Method, which had the purpose of making a theoretical approximation from the categorizations and their dimensions, through the Atlas.ti operating software, version 8. Moreover, the goal was contributing to the theoretical foundation and methodology of the research which generated the following categories: professional professor role and new professor profile. In the conclusions it was mentioned the importance of the university professor updating through scientific research to promote the knowledge and strategies that demand the need to theorize, produce and raise the level of professor thinking.

Positive experiences are crucial to student learning as well as in deciding what career to pursue [Jacobs et al., 1998]. U.S. National Science Foundation (NSF) studies have shown that by the time students enter high school, 80% are not interested in pursuing science, mathematics, or engineering [NSF, 2002]. Moreover, students without a sufficient background in mathematics and science by the sixth grade will be unable to take advantage of necessary high school classes for college preparation in technological areas [NSF, 2002]. If students have positive experiences earlier, these experiences will be of greater benefit to them in learning and in making important life decisions. The Cabeza de Vaca Earthmobile program enhances geoscience learning among middle school students while fostering a supportive learning environment.

El desarrollo de los procesos de enseñanza-aprendizaje del postgrado constituye hoy una de las realidades menos exploradas en el campo de la investigación científica, por lo que precisa de una sistematización consecuente que aporte innovaciones desde sus necesidades más urgentes, sobre todo si estas se enfocan a resolver un problema de salud como lo es el cáncer bucal. Con el objetivo de diseñar un programa de superación profesional sobre el Programa de Detección Precoz del Cáncer Bucal, para médicos y enfermeras de la Atención Primaria de Salud, se desarrolló un estudio con enfoque mixto en tres etapas. Se emplearon, entre otros, como métodos teóricos: el analítico-sintético y el inductivo-deductivo; y de tipo empíricos: el análisis documental, el cuestionario y el criterio de especialistas. Los resultados alcanzados evidencian que los contenidos sobre el cáncer bucal son insuficientes en los programas de pregrado y postgrado, respectivamente, y que el conocimiento sobre este, no es bastante para asumir las exigencias del Sistema Nacional de Salud. En consecuencia, se diseñó un programa de superación profesional, caracterizado por el trabajo en equipo y las discusiones grupales. Según el criterio de los especialistas consultados, el programa cumple con los requerimientos didácticos y curriculares para ser aplicado: es pertinente, asequible, y con una propuesta de temas adecuadamente tratados desde el punto de vista científico y metodológico, necesarios para contribuir a elevar desde la superación, los contenidos relacionados al tema objeto de estudio.