Session Information
22 SES 9.5 PE/PS, Poster Exhibition / Poster Session
Contribution
We all know that as a result of the consolidation of the EHEA there are new requirements in the academic activities of the university lecturer, which implies higher pedagogical and psychological knowledge. At the same time, the classroom walls disappear, recognizing multiple spaces for interaction with the student. In short, the teacher leaves the role of knowledge transmitter to be an organizer, counselor and supervisor of learning and this is a change in the list of competencies he has had so far.
Roughly the profile of all university lecturer has two major functions: teaching and research, complete with management. However, form these functions, the most devalued is teaching and skills related to it have been those which have received less recognition.
However, what do we mean by teaching competencies? Until now defined as the specific preparation of university teachers to adequately meet the responsibilities and professional duties, such as design and planning of teaching, student motivation, guidance and monitoring progress.
Since the last decade of the 60 there is consensus in many of the dimensions and indicators of what teaching competence means. However, these studies characterize the good university professor only from the perspective of the teacher in the classroom, enhancing teaching effectiveness measured in results.
Spain has undertaken a review of the dimensions, indicators and items used in surveys of students in 15 Spanish universities, confirming that the matching dimensions are: evaluation (71%), fullfilment of obligations (65%), class development and methodology (65%) and student satisfaction on the subject (47%). In short, tasks adjusted to the role that these teachers play in the classroom and the strict compliance with their duties of teacher, for example, accountability and not the assessment of teaching competencies. Hence, many profiles developed from these questionnaires to students, led to profiling based on teaching functions aimed at accountability and not in competencies.
In this sense, it is important to identify which are these competencies to define, first, which is the educational profile of teachers in the EHEA, secondly, to propose a valid and reliable tool to assess it and, thirdly, to design initial and ongoing training initiatives for the university lecturer.
Method
Expected Outcomes
References
Abalde, E.; Muñoz, C. y Ríos, M. P. (2000) Evaluación docente vs evaluación de calidad. RELIEVE, 8: 2, Bain, K. 2005) Lo que hacen los mejores profesores universitarios. Valencia: Publicaciones Universidad de Valencia. Domenech, F. & Descals, A. (2003) Evalaution of the university Tecahing / Learning process for the improvement of quality in higher education. Assessment & Evalauation in Higher Education, 28: 2, 165 – 178. Martínez García, M.; García Domingo, B. y Quintanal, J. (2006) El perfil del profesor universitario de calidad desde la perspectiva del alumnado. Educación XX1, 9, 183 – 198. Miguel Díaz, M. de (coord.) (2006) Metodologías de enseñanza y aprendizaje para el desarrollo de competencias. Orientaciones para el profesorado universitario antrte el EEES. Madrid: Alianza. Tejedor, F. J. y Jornet, J. (2008) La evaluación del profesorado universitario en España. Revista Electrónica de Investigación Educativa. Nº especial. Tejedor, F. J. y García Valcarcel, A. (2010) Evaluación del desempeño docente. Revista Española de Pedagogía, 247, 439 – 460. Zabalza, M. A. (2002) La enseñanza universitaria. El escenario y sus protagonistas. Madrid: Narcea Villa, AS. (2008) La excelencia docente. Revista de Educación, nº monográfico
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