Influencia del género en la perspectiva del profesorado universitario hacia su función como docente.

Hernández-Ramos, Juan Pablo; García, Esperanza Herrera; Rodríguez-Conde, María-José

doi:10.17345/ute.2017.1.1751

Cited by 2 publications

(1 citation statement)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Dado que la validación de un instrumento no es un proceso acabado sino permanente que conlleva continuas comprobaciones empíricas (Soriano, 2014;Zych et al, 2018), a pesar de que la escala ya ha sido empleada en otros estudios (Hernández-Ramos et al, 2017), debido al paso del tiempo y a los cambios acontecidos en el contexto universitario, el primer paso a ejecutar se centró en un proceso de revalidación de contenido mediante una evaluación de jueces (10 expertos, todos ellos profesores universitarios, concretamente dos docentes por cada una de las cinco ramas de conocimiento). Los diez evaluadores seleccionados completaron la validación de manera anónima e independiente a través de una encuesta online.…”

Section: Variables Y Procedimientounclassified

La importancia de la actitud del docente universitario: validación de una escala para su consideración.

Hernández-Ramos

Martínez‐Abad

2021

REIFOP

Self Cite

View full text Add to dashboard Cite

El estudio de la calidad y la mejora de la docencia universitaria se basa en la mayoría de las ocasiones en la formación del docente, dejando a un lado otros factores transcendentales como puede ser la actitud. Considerada como el comportamiento del docente en base a sus conocimientos y experiencias, este trabajo presenta la validación de una escala de actitud hacia la docencia en base a 3 dimensiones: personal, docente y profesional. Tras una validación de contenido por jueces, se aplica la escala a una muestra, representativa por rama de conocimiento y categoría profesional, de 161 profesores universitarios de la Universidad de Salamanca. El análisis psicométrico de la escala, formada por 13 ítems tipo Likert con cinco opciones de respuesta, muestra correlaciones ítem total medias-bajas, un índice de fiabilidad aceptable (α de Cronbach=.75) y una estructura factorial clara y consistente donde se confirma la existencia de los tres factores. Así mismo, se destaca la mayor distinción de las dimensiones docente (.854) y profesional (.885), frente a la investigadora (.553). Se concluye incidiendo en la importancia de considerar las actitudes del profesorado como indicador relevante de estudio en la enseñanza superior, empleando escalas válidas y fiables como la que se ofrece en este artículo. Como líneas de investigación futuras, queda abierta la puerta a una nueva validación del instrumento en nuevos contextos de enseñanza universitaria. The study of the quality and improvement of university teaching is mostly based on teacher training, leaving aside other transcendental factors such as attitude. Considered as the behavior of the teacher based on their knowledge and experiences, this work shows the validation of a scale of attitude towards teaching based on 3 dimensions: personal, teaching and research. After content validation by judges, the scale is applied to a representative sample, by branch of knowledge and professional category, of 161 university teachers at the University of Salamanca. The psychometric analysis of the scale, made up of 13 Likert type items with five answer possibilities, shows correlations between average and low total items, an acceptable reliability index (α de Cronbach=.75) and a clear and consistent factor structure where the existence of the three factors is confirmed. In addition, there is a greater distinction between the teaching (.854) and professional (.885) dimensions, as opposed to the researcher (.553). It concludes by stressing the importance of considering the attitudes of teachers as a relevant indicator of study in higher education, using valid and reliable scales such as that offered in this article. As future lines of research, the door remains open to a new validation of the instrument in new contexts of higher education.

show abstract

Section: Variables Y Procedimientounclassified

La importancia de la actitud del docente universitario: validación de una escala para su consideración.

Hernández-Ramos

Martínez‐Abad

2021

REIFOP

Self Cite

View full text Add to dashboard Cite

show abstract

The Integration of Gender Equality (SDG 5) into University Teaching: the View from the Frontline

2023

View full text Add to dashboard Cite

Most universities are working committedly towards achieving the Sustainable Development Goals (SDG). The University of Alicante (UA) (Spain) has designed a series of strategies to help crystallize its aims within these goals, including those related to gender equality (SDG 5). Given the context, the aims of this study are (1) to find out whether teachers integrate SDG 5 into their teaching and, if so, what strategies they use, (2) to analyse how they perceive the effects of this and what factors help or hinder the process, and (3) to check for possible differences in these perceptions according to sex and faculty. Some 310 teachers from all the UA faculties participated. A descriptive and comparative analysis was performed, as was a content analysis. Half of the participants were found to be implementing these strategies, with women in general and teachers from the Faculty of Humanities in particular appearing to be most aware of the subject. However, only a minority applied them on a mainstream basis. The most used strategy was inclusive language. Other strategies, such as reflecting on equality, promoting equal participation, visibilizing women in different areas of knowledge, equal treatment of students and gender research, were also present in their narratives but to only a very small degree. Improved professional development for teachers and greater student awareness of gender issues were identified as positive effects of incorporating these strategies. Participants also felt that low awareness and a lack of time and training were obstacles to the process. Universities should therefore establish specific institutional policies aimed at integrating SDG 5 as a quality indicator. Training programmes should be redesigned to take into account a more practical approach, the type of learning (classroom, online or mixed), and subsequent follow-up in the classroom to guarantee effective integration.

show abstract

Influencia del género en la perspectiva del profesorado universitario hacia su función como docente.

Cited by 2 publications

References 16 publications

La importancia de la actitud del docente universitario: validación de una escala para su consideración.

La importancia de la actitud del docente universitario: validación de una escala para su consideración.

The Integration of Gender Equality (SDG 5) into University Teaching: the View from the Frontline

Contact Info

Product

Resources

About