¿Cómo valoran los estudiantes de magisterio la docencia que reciben?

Abstract

The objective of this work is to present the assessments that the teaching students do about the teaching they receive. The data were obtained from a sample of 61 students belonging to three groups of an optional subject of the mention of Special Education of the Master's degree in Primary Education that is taught in the first semester of the fourth year that attended this subject in the course 2016-2017. In order to do this, a teacher review survey was made up of 5 open-ended questions (AUTOR, in press) that the students answered before taking the final exam of the subject. The results are the product of a content analysis of the contributions received. Although these results refer to the particular subject that has been reviewed, they provide useful guidelines for the planning of university education while reflecting the characteristics of the students. KEY WORDS: University Teaching, Teaching Quality, Teaching Assessment, Formative Assessment, Student Opinion RESUMEN El objetivo de este trabajo es presentar las valoraciones que hacen los estudiantes de magisterio sobre la docencia que reciben. Los datos se han obtenido a partir de una muestra de 61 alumnos pertenecientes a tres grupos de una materia optativa de la mención de Educación Especial de la titulación de Maestro en Educación Primaria que se imparte en el primer semestre del cuarto año; los datos que se presentan corresponden al curso 2016-2017. Para ello se ha utilizado una encuesta de revisión de la docencia formada por 5 preguntas abiertas (AUTOR, en prensa) que los estudiantes respondían antes de realizar el examen final de la asignatura. Los resultados son el producto de un análisis de contenido de las aportaciones recibidas. Aunque dichos resultados están referidos a la asignatura concreta que ha sido objeto de revisión, aportan orientaciones útiles para la planificación de la enseñanza universitaria al tiempo que reflejan características propias de los estudiantes. PALABRAS CLAVE: Docencia Universitaria, Calidad de la Docencia, Evaluación de la Docencia, Evaluación Formativa, Opinión del Alumnado. IntroducciónEsta aportación, que pretende contribuir a afrontar el reto de la calidad de la docencia en educación superior (Mateo, 2000), se inserta en una prolífica tradición de estudios sobre la evaluación de la docencia universitaria (Molero y Carrascosa, 2005; Jornet, Perales y González, 2010) y que es también muy diversa en cuanto a qué es objeto de evaluación (Ramírez y Montoya, 2014); las fuentes de información (Carrascosa, 2005;Lamarra y Coppola, 2016); los instrumentos que se utilizan (Escudero, 1993) y los objetivos que se propone, lo que nos lleva a distinguir entre evaluación formativa y sumativa (Stake, Contreras y Arbesú, 2011). El resultado es una amplia variabilidad en las maneras en que la evaluación de la docencia puede abordarse (Stobart, 2010), por lo que es necesario que contextualicemos nuestra aportación señalando nuestras opciones.En primer lugar, al igual que en otros trabajos (Alcaraz, Fernández y Sola, 2012), lo que ...

Development and Diagnosis of a Teaching Experience Using Participatory Methods: Towards an Ecosystemic Learning in Higher Education

“…Our findings also indicated that students considered that these kinds of methods required greater effort from teachers and students, considering active methods to increase the complexity of activities, as stated in other studies [29,33]. However, we emphasize that previous studies already contemplated the fact that these methods encourage the creation of a succession of learning challenges, but, once they overcome them, they stimulate proactive actions and a critical attitude towards learning [34,35].…”

“…Furthermore, our findings showed that the methods used in the classroom were compatible with the use of ICTs, coinciding with the objectives of the university framed within the EHEA [30][31][32]. According to the previous literature [33][34][35][36][37], university students show a positive perception towards the use of active methods and the introduction of ICTs in the classroom as well as towards the management and organization of office hours, considering them motivating and that they stimulate participation in the classroom.…”

“…Regarding the second research question, we can state that students found that participatory methods increased their motivation, a relation that has been previously exposed in several studies [18,35,[38][39][40][41]. Furthermore, students thought this experience favored collaborative learning and allowed them to express their opinions freely thanks to fluent communication.…”

“…Furthermore, it is important to highlight that students perceive that these methods help them acquire attitudinal and professional competencies, promoting motivation [34,35]. As the previous literature shows, active methods allow university students to acquire general competencies (instrumental, systemic and personal) as well as specific, critical and self-regulated competencies.…”

“…Within this line, we can state that these methods do not just benefit collaborative learning and improve academic achievement, but they also increase students' motivation regarding curricular content in higher education [35][36][37]. This study shares an innovative method carried out in two courses of significant difficulty for students with the objective of helping them with the theoretical and practical comprehension of the subject, keeping students motivated and participating in class and aiming to provide them with competencies that are useful for their professional futures.…”