REDU. Revista de Docencia Universitaria - Vol 19, No 2 (2021)

Tabla de contenidos

Editorial

La evaluación de la actividad docente del profesorado en la encrucijada

Monográfico

La evaluación de la efectividad de los profesores universitarios a través de los estudiantes en Nueva Zelanda: Una reflexión crítica
Valoración del profesorado en Ciencias de la Salud
Cuatro décadas de evaluación de la actividad docente: estudio de caso de la Universidad del País Vasco
Satisfacción del alumnado sobre la atención tutorial del profesor universitario
Los sistemas de evaluación docente y su impacto en el profesorado universitario. Una revisión sistemática

Artículos

Modelos educativos empleados por el profesorado universitario de la Facultad de Educación: centrados en el estudiante vs. centrados en el docente
Exploración del aprendizaje en la ubicuidad en docentes universitarios
Práctica reflexiva online entre iguales durante el prácticum de magisterio en un proyecto transnacional
Metodologías de enseñanza de docentes principiantes universitarios. Concepciones y factores de uso

URI permanente para esta colecciónhttps://riunet.upv.es/handle/10251/179299

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Mostrando 1 - 10 de 10

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Metodologías de enseñanza de docentes principiantes universitarios. Concepciones y factores de uso
(Universitat Politècnica de València, 2021-12-30) Nuñez Méndez, Maribel; Marcelo García, Carlos; Murillo Estepa, Paulino
[EN] Teacher development can be influenced by various factors. The implementation of the didactic methodology is evidence of teacher professional development, shown in the model that adopts in his professional practice; whether it is teaching-based or earning-based. This article analyzes the use of the didactic methodology applied by 115 new teachers from all academic areas of four universities in the city of Santo Domingo, Dominican Republic. It was applied to them, the questionnaire to identify the influencing factors on their practice. The CEMEDEPU questionnaire was also applied to them to analyze the most used didactic methodologies. In this analysis, existing correlations are verified between the factors and scales that were measured, quantitatively. The study is carried out to a descriptive deepening of the methodological implementation to understand the teacher development its causes and purposes. In the results obtained, it comes to light which are the factors that influence in teacher professional development evidenced in the implementation of the didactic methodology. It is also observed that novice teachers implement different methodologies according to the year in which they are in the professional practice Everything indicated leads to the recognition of the need to consider for the training of teachers, the stage in which the new teacher is, to achieve that their professional identity is strengthened, and the educational model based on learning is promoted.
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Práctica reflexiva online entre iguales durante el prácticum de magisterio en un proyecto transnacional
(Universitat Politècnica de València, 2021-12-30) Alsina Tarrés, Miquel; Masardo, Alexander; Mallol Macau, Cristina
[EN] The article addresses the results of shared reflective practices online among undergraduate students (N = 16) in their second year of Early Childhood and Primary Education study at two universities: Girona in Spain and Gloucestershire in England. Two cycles of Action Research (I-A) were adopted, involving semi-guided text exchange processes during the students’ respective practicum periods. This study design was bookended by a three-day face-to-face workshop at each institution. During the initial workshop, the students were able to design and determine the ways in which they would work together, in pairs and at the team level, using the Elearn system; the University of Gloucestershire’s external learning environment used for projects courses. The subsequent texts produced were analysed by inductively coding the narratives using Atlas.ti (.8), working from three predefined categories: (1) the professional skills of the teacher; (2) the different roles played in reflective practices; and (3) culture differences around teaching practices. The discussion that ensues highlights the role of the practicum in the integration of specific and transversal competencies, the need to deepen the training of students’ critical thinking skills, and the importance of diversity and cultural exchange as an element of contrast and formative enrichment.
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Exploración del aprendizaje en la ubicuidad en docentes universitarios
(Universitat Politècnica de València, 2021-12-30) Velázquez Gatica, Belén; López Martínez, Rocío Edith
[EN] Empirical research on ubiquitous learning has been centralized in students as the only learners in the digital age, while literature on u-learning in teachers is insufficient. For this reason, this paper focused on answering the research question: how is ubiquitous learning developed in university teachers? This with the purpose of identifying the advances and problems to be solved so that u-learning in the university context is a reality. A quantitative, descriptive, and exploratory research approach was used. A semi-structured questionnaire was also prepared, which was answered by 10 university professors belonging to a Mexican public institution. Among the main results, it is highlighted that the learning of teachers is configured in any place, space and time that is relevant for the institutional or personal educational projects of teachers. In fact, their main motivations for learning are linked to improving their teaching practice, although they are not subordinated to this purpose. In addition, teachers take advantage of both structured and spontaneous learning opportunities that arise at the time, but that are relevant in their institutional life as a teacher, researcher, and other significant roles. Based on these results, it is recommended that before designing and implementing a teacher training or update, it is investigated whether these are in tune with the interests of the teachers involved. The aim is to involve teachers at a higher level.
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Modelos educativos empleados por el profesorado universitario de la Facultad de Educación: centrados en el estudiante vs. centrados en el docente
(Universitat Politècnica de València, 2021-12-30) López-Maldonado, Diana; García González, Alfonso Javier
[EN] Current research on teachers’ teaching approaches refers to two models: the teacher-centered model and the studentcentered model. This study analyses the teaching approaches of university teachers towards these two models. Based on this objective, three hypotheses were proposed that refer to the tendency of teaching staff towards one model or the other depending on the variables gender, previous training, and years of work experience. This study was carried out with 95 teachers from the Faculty of Education Sciences at the University of Seville, using a purposive accessibility sampling system. Cronbach’s alpha, descriptive statistics for each of the variables and the predominance of each model, Levene’s test, and t-test for independent variables were used to analyze the data. The instrument used for data collection was an online adaptation of the “Questionnaire for the Analysis of the Teaching Orientation of University Teachers” (Feixas, 2006). The results show that there is no significant tendency towards either of the two models, based on the variables gender, psycho-pedagogical training, and years of university teaching experience, nor towards one teaching model or the other. It is concluded that the participating teachers use teaching competencies from both models, with no differences in terms of gender, years of teaching experience, or previous training.
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Los sistemas de evaluación docente y su impacto en el profesorado universitario. Una revisión sistemática
(Universitat Politècnica de València, 2021-12-30) Mula-Falcón, Javier; Cruz-González, Cristina; Caballero, Katia; Agencia Estatal de Investigación; Ministerio de Universidades
[EN] In recent decades, Higher Education has undergone a gradual but progressive transformation worldwide. Globalisation has promoted convergence mechanisms between states to achieve common standards in Higher Education; among them, those who seek to guarantee the quality of university teaching. The aim of this research is to analyse the most recent studies carried out on the impact that new teaching evaluation systems have on academics. For this purpose, a systematic review of the literature has been developed in which three different databases have been used (Wos, Scopus and ERIC). After searching and applying the inclusion / exclusion criteria, a total of 15 documents were selected. The articles were subjected to a thematic analysis and also of their characteristics. Among the most outstanding results, the development of fragmented academic identities that have an impact on the work and the wellbeing of the academics is detected. Also, the presence of contradictory opinions on teaching evaluation. Likewise, possible alternatives on teaching evaluation systems are mentioned. To conclude, a series of future lines of research are outlined, such as the consideration of more varied samples that allow more detailed comparisons between various variables, the development of longitudinal studies, and the promotion of alternatives to the current systems of evaluation.
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Satisfacción del alumnado sobre la atención tutorial del profesor universitario
(Universitat Politècnica de València, 2021-12-30) Hernández de la Torre, Elena; Fernández Rodríguez, Antonio; Santana Pérez, Teresa; López García, Inmaculada
[EN] Higher Education currently has the task of training competent professionals for their professional insertion, requiring Universities to focus their attention on the comprehensive training of the student and the professional development of the teaching staff. The current training of university students requires teachers to move towards a broader and more complex conception of their work as manager, advisor, and counselor in the process of building knowledge, skills, and values for a practical, efficient, and responsible professional performance. This study presents the results of the students’ evaluations about the performance of the functions of the university professor-tutor in the academic, personal, and professional dimensions in 2nd cycle students in the Degree in Education Sciences. A Likerttype questionnaire with 43 items and 3 open questions was used. The results indicate that the students in the academic dimension positively value the selection and explanation of the contents of the subjects they teach and their mastery; In the personal dimension they value the treatment with respect and attention to the students and the interest in the subject they teach and in the professional dimension they value the advice in the development of the Final Degree Project and the information on professional opportunities.
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Cuatro décadas de evaluación de la actividad docente: estudio de caso de la Universidad del País Vasco
(Universitat Politècnica de València, 2021-12-30) Fernández Fernández, Idoia; Orbe Mandaluniz, Susan
[EN] Good university teachers are often associated with the quality of universities. However, the evaluation of teaching activity is technically complex and academic staff has difficulties to embrace the aims and purposes (improvement, promotion and incentives) intended by their institution. The goal of this study is to analyze the pathways of university teaching evaluation at the level of general regulatory frameworks and its implementation in a specific case, the University of the Basque Country (UPV / EHU), has the certified DOCENTIAZ program that has been embraced by nearly 50% of its teaching staff. To that end, a documentary analysis of the policies of teaching evaluation is carried out where the importance of analyzing teaching evaluation in its production environment from a long-term perspective over time is highlighted. In this case, the elements that played a relevant role and that can be interpreted as keys to success are: orientation towards improvement, articulation through the decision-making processes of the centers, integration within the global development strategies of the culture of quality, involvement of the government team, participation of more prone to innovation teachers, and finally, rigorous and transparent technical development.
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Valoración del profesorado en Ciencias de la Salud
(Universitat Politècnica de València, 2021-12-30) Fenoll-Brunet, Maria Rosa
[EN] Health science teachers are essential to ensure the health of the population and the continuously updated training of health professionals. However, in some countries, clinical teaching staff individually assume teaching responsibility based on their professional competence, without there being a regulated pedagogical training for clinical teachers, specific and recognized into the professional career of the health professions.This manuscript summarizes the educational context of the health professions and describes the challenges commonly faced by health sciences teachers. What teaching skills should they have? How do health professionals become teachers? How can be assessed faculty development in the health sciences? How can be promoted innovation and excellence in medical, dental and veterinary education? Sharing experiences and existing models at the international level could be useful to benchmark how some countries have implemented and recognize the professional teaching trajectory of their health professionals, how they comprehensively regulate the teaching of health sciences throughout life, from basic to postgraduate training and continuous professional development. The objective of this manuscript is to provide a comprehensive vision of teaching in the field of health sciences, some reflections and a selection of references of interest. “Health is one of the world’s challenges; therefore the training of teachers in health sciences should be considered a priority for any country”
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La evaluación de la efectividad de los profesores universitarios a través de los estudiantes en Nueva Zelanda: Una reflexión crítica
(Universitat Politècnica de València, 2021-12-30) Harland, Anthony
[EN] In this article I write about my experiences of the student evaluation of teaching by drawing on several decades of work as a researcher, teacher and academic developer. I address three complex questions that have received little attention in the literature. These are concerned with the drivers for evaluation, its effectiveness and why it has become embedded in academic practice. Contemporary evaluation practices are theorised as neoliberal and for compliance purposes. I conclude that compulsory evaluations fail in their neoliberal intent and can also be detrimental to teaching and student learning.
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La evaluación de la actividad docente del profesorado en la encrucijada
(2021-12-30) García-Jiménez, Eduardo; Guzman-Simón, Fernando
[ES] La evaluación de la actividad docente del profesorado suscita hoy una escasa controversia. Los debates sobre las razones y los fundamentos para evaluar la docencia, los modelos de evaluación docente, el papel de los estudiantes o las consecuencias derivadas de dicha evaluación que ocuparon las últimas décadas del siglo XX han dado paso a un estatus quo en el que los aspectos instrumentales u operativos ocupan el centro de atención. La introducción de un enfoque como la evaluación del valor añadido ha generado cierta polémica, pero esta se ha circunscrito a determinados sistemas universitarios donde no ha ocupado puesto destacado entre los especialistas ni en las redes sociales. Esta calma, en lo que hace unas décadas era un terreno agitado por las posiciones de unos y otros sobre la finalidad de la evaluación de la docencia o el enfoque de cómo abordarlas, se ha trasladado incluso al ámbito de las publicaciones académicas internacionales sobre este tópico, de modo que su número y relevancia se han reducido considerablemente en los últimos años.

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