Competences of university teaching staff: identification, assessment and contrast according to students
Main Article Content
Abstract
The following teaching innovation work measured the know-how competencies of university teaching staff as established by the European Higher Education Area. In this new way of understanding higher education, teachers play the role of learning guides. This situation requires that teachers have other competencies in addition to the scientific knowledge of their discipline. To find out about these competencies valued by university students, the Scale to Evaluate Competencies of the Know-How of the University Professor was applied to 202 students at the University of León from different degrees. This scale consists of 15 items that are answered on a Likert-type scale and measures skills such as motivation, empathy, communication, planning or problem solving. The results show that there are differences when competences are classified according to the sex, age or qualifications of the students. Women value their teachers’ planning or motivational skills more. Older students value assessment competence more, while students of Law and Business Administration degrees highlight the need for their teachers to have planning and teamwork skills. These results show that university teaching staff must not only develop new competencies in the context of the European Higher Education Area, but that some of them must be enhanced more depending on other variables such as academic disciplines or the age of the students, to improve their teaching work.
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
Cejas León, R., Navío Gámez, A., & Barroso Osuna, J. (2016). Las competencias del profesorado universitario desde el modelo TPACK (Conocimiento tecnológico y pedagógico del contenido). Píxel-Bit, Revista de Medios y Educación, 49, 105-119. https://doi.org/10.12795/pixelbit.2016.i49.07
Centro Autonómico de Formación e Innovación (CAFI). (s. f.). Las competencias profesionales docentes. Recuperado 25 de septiembre de 2024, de https://www.edu.xunta.gal/centros/cafi/aulavirtual/file.php/1/competencias_profesionais/competencias_profesionales_docentes.pdf
Clavijo Cáceres, D. (2018). Competencias del docente universitario en el siglo XXI. Revista Espacios, 39(20), 22-39. http://ww.w.revistaespacios.com/a18v39n20/a18v39n20p22.pdf
Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Routledge.
Cramér, H. (1999). Mathematical methods of statistics (Vol. 26). Princeton university press.
Dervenis, C., Fitsilis, P., & Iatrellis, O. (2022). A review of research on teacher competencies in higher education. En Quality Assurance in Education (Vol. 30, Número 2, pp. 199-220). Emerald Group Holdings Ltd. https://doi.org/10.1108/QAE-08-2021-0126
Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based learning: a meta analysis. Learning and Instruction, 13(5), 533-568. https://doi.org/10.1016/S0959-4752(02)00025-7
Instituto Cervantes. (2018). Las competencias clave del profesorado de lenguas segundas y extranjeras. https://cvc.cervantes.es/ensenanza/biblioteca_ele/competencias/competencias_profesorado.pdf
Mas Torelló, Ó. (2014). Las competencias investigadoras del profesor universitario: La percepción del propio protagonista, de los alumnos a los expertos. Profesorado, 18(3). http://www.ugr.es/local/recfpro/rev183COL4.pdf
Mo ini , S., Lazari , L., & P. Gortan-Carlin, I. (2021). Competencies of University Teachers and Changes for Working in the Knowledge Society. Interdisciplinary Description of Complex Systems, 19(4), 429-453. https://doi.org/10.7906/indecs.20.4.9
Morán, C., Fínez, M.J. y Vallejo, G. (2024). Competencias del saber hacer del profesor universitario: una escala para su evaluación. International Journal of Developmental and Educational Psychology. INFAD Revista de Psicología, 1 (1), 429-438. DOI: 10.17060/ijodaep.2024.n1.v1.2635. https://revista.infad.eu/index.php/IJODAEP/article/view/2635
National Center for Education Statistics (NCES). (2021). Digest of Education Statistics 2019. https://nces.ed.gov/pubs2021/2021009.pdf
Pascarella, E. T., & Terenzini, P. T. (2005). How College Affects Students: A Third Decade of Research. (Jossey Bass, Ed.; Vol. 2). Wiley.
Team R. (2024). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. 2012. http://www. R-project. org
Valdemoros-San-Emeterio, Á., & Lucas-Molina, B. (2014). Competencias que configuran el perfil del docente de primaria Competency Profile of the Elementary School Teacher. Analysis of Pre-service Elementary School Teacher’s Opinion. Aula Abierta, 42, 53-60. www.elsevier.es/aulaabiertawww.elsevier.es/aulaabiertaaulaabierta
Voyer, D., & Voyer, S. D. (2014). Gender differences in scholastic achievement: A meta-analysis. Psychological Bulletin, 140(4), 1174-1204. https://doi.org/10.1037/a0036620