Competences of university teaching staff: identification, assessment and contrast according to students

Main Article Content

Rubén González
Adrián Escapa González
Jorge Magdaleno Marco
José Guillermo Rosas Mayoral
María José Fínez
María Consuelo Morán

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

Download data is not yet available.

Article Details

How to Cite
González, R., Escapa González, A., Magdaleno Marco, J., Rosas Mayoral, J. G., Fínez, M. J., & Morán, M. C. (2024). Competences of university teaching staff: identification, assessment and contrast according to students. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(2), 343–352. https://doi.org/10.17060/ijodaep.2024.n2.v1.2767
Section
Articles
Author Biographies

Rubén González, Universidad de León

Universidad de León

Adrián Escapa González, Universidad de León

Universidad de León

Jorge Magdaleno Marco, Universidad de León

Universidad de León

José Guillermo Rosas Mayoral, Universidad de León

Universidad de León

María José Fínez, Universidad de León

Universidad de León

María Consuelo Morán, Universidad de León

Universidad de León

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