Quality criteria for teaching in hihgher education for the teaching of English as a foreign language
Article Sidebar
Main Article Content
Abstract
Studies on quality have increased in recent times in the field of education. Accreditation systems and processes have been created and implemented to assess the excellence of teaching worldwide. The general objective of this work is to offer a system of university quality indicators for English teachers in Cuba in order to guide their evaluation, training and professional development, taking into account the different stages of their academic career. Approached this general objective from a descriptive and explanatory methodology, with the aim of knowing what the opinions about teaching excellence within the teaching staff in Higher Education are, in its initial moment of research, focused on various stages of study, we carried out a broad review of those indicators that professionals consider necessary for the performance of their teaching task. A questionnaire has been applied to find out what the vision of these professionals was about university excellence, being answered by 43 subjects. In the set of indicators of teaching excellence that are offered, we highlight: motivation for teaching the foreign language, perception of their students, knowledge of the context, both normative and institutional, organization of their subject, development of teaching throughout the course, communication in class, individual support and consultation or tutoring and evaluation.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
References
Aguila Cabrera, V. (2005). El concepto calidad en la educación universitaria: clave para el logro de la competitividad institucional. Revista Iberoamericana De Educación, 36(12), 1-7.
Byram, M.; Grikova, B. & Starkey, H. (2002). Déveloper la dimension interculturalle de l enseignement des languages. Une intoduction á l usage des enseignants. Strasbourg : Conseil de l Europe.
Cano, E. (1998). Evaluación de la Calidad Educativa. La Muralla.
De Miguel, M.; Madrid, V.; Noriega, J. & Rodríguez, B. (1994). Evaluación para la Calidad de los Institutos de Secundaria. Escuela Española.
Donoso-Vázquez, T., Montané, A., & de Carvalho, M. E. P. (2014). Género y calidad en Educación Superior. Revista electrónica interuniversitaria de formación del profesorado, 17(3), 157-171.
Fernández, M. (2002). El desarrollo profesional del docente universitario. En A. P. González (coord.), Enseñanza, profesores y universidad. Tarragona: ICE de la Universidad Rovira i Virgili, 173-207.
García-Ramírez, J.M. (2012). La comunicación, clave de excelencia visible en la Educación Superior. Journal for Educators, Teachers and Trainers, 3, 25-36.
González, D. & Peñafiel, F. (1997). El proceso diagnóstico: Metodología de intervención en el campo educativo. En H. Salmerón (Coord.), Evaluación educativa: VII Jornadas LOGSE: actas, comunicaciones. Pp. 119-126.
González, L.E. (2008). Calidad de la educación superior: concepto y modelos. Revista Calidad en la Educación, 28. Pp. 247-276
López, S. (2006). La evaluación del desempeño profesional para profesores de inglés como lengua extranjera. Una propuesta de indicadores para la excelencia. Tesis doctoral inédita.
López, S. & Castellanos, S. (2010). Aplicaciones actuales de las teorías psicológicas del aprendizaje en la enseñanza del inglés como lengua extranjera. Revista de Letras norte@mentos – Revista de Estudos Linguísticos e L. iterários. Estudos Literários, 6, 42 –52.
Nias, J. (1989). Subjectively speaking: English primary teachers’ careers. International Journal of Educational Research, 13, 391-402.
Raso, F.; Trujillo, J.M. & Campos, A. (2012). Percepciones de los orientadores psicopedagógicos de la ciudad autónoma de Melilla sobre la integración de las TIC en los procesos de innovación. Journal for Educators, Teachers and Trainers, Vol. 3, 72-91.
Shulman, L.S. (2004). The wisdom of practice: Essays on teaching, learning, and learning to teach. Ed., Suzanne M. Wilson, CA: Jossey-Bass.
Vega Angarita, O. M. (2020). Calidad en educación superior y acreditación de alta calidad: contextualización. Avances en Enfermería, 38(1), 7-8.