Las competencias docentes: diagnóstico y actividades innovadoras para su desarrollo en un modelo de educación a distancia

Garrido, Concepción Domínguez; Orta, Genoveva del Carmen Leví; Rivilla, Antonio Medina; Méndez, Eduardo Ramos

doi:10.4995/redu.2014.6431

Cited by 13 publications

(16 citation statements)

References 7 publications

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“…Competencias docentes para el desarrollo profesional en la universidad actual Sara Buils, Patricia Arroyo-Ainsa, Lucía Sánchez-Tarazaga y Francesc M. Esteve Domínguez et al, 2014;Gargallo et al, 2011;Medina et al, 2011;Tejada, 2009;Torra et al, 2012;Valcárcel, 2003) e innovadores (Pérez Curiel, 2005) y a la organización de los aprendizajes (Medina et al, 2011). Otros la definen como la gestión del proceso de E-A y de recursos en diferentes contextos de aprendizaje (Bozu y Canto, 2009;Valcárcel, 2003) Navas, 2010;Valcárcel, 2003).…”

Section: Análisis De Los Marcos De Competencias Docentesunclassified

Competencias Docentes Para El Desarrollo Profesional en La Universidad Actual

Buils

Ainsa²,

Sánchez-Tarazaga³

et al. 2023

jospoe

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We are witnessing a growing interest in characterising the teaching competences that should configure the profile of current teachers in all educational stages, including university. Despite the complexity in its conceptualization and heterogeneity of proposals, it is necessary to address this issue due to its importance in teacher training and professional development. To this end, this research aims to analyse, with a documentary and content analysis, the frameworks of teaching competences of university professors in the Spanish context since the beginning of the century, through a review of reviews. On the one hand, we analyse the teaching competences proposed by reference frameworks to establish a synthesis of the main competences to be developed. And on the other hand, we identify the competences established in the teaching competence frameworks, based on the proposed reference competence framework. Although the difficulty in unifying the basic skills of university teaching staff, many similarities have been obtained in the frameworks, being the learning management and psychopedagogical competences the most common among them. Identifying trends in competency frameworks can help university institutions to better understand and use them.

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Section: Análisis De Los Marcos De Competencias Docentesunclassified

Competencias Docentes Para El Desarrollo Profesional en La Universidad Actual

Buils

Ainsa²,

Sánchez-Tarazaga³

et al. 2023

jospoe

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“…The most common ranking of competences by authors in the Educative field is Basic Competences (those needed to correctly handle society and the workplace), Generic Competences (those common in some occupations that are acquired by a systematic learning process), and Specific Competences (those specific for an occupation and with high specialization), the last two types are essential for mastering those professional competences (Domínguez, Levi, Medina, & Ramos, 2014;Ossa & Quintero, 2016).…”

Section: Competences Within Eheamentioning

confidence: 99%

“…We don't just evaluate students´ competences, but also those of teachers in their activity to inculcate them in their students and how those teachers have developed them during their own training and professional reality (Domínguez, Leví, Medina, & Ramos, 2014;García & Ferrer, 2016;Rodriguez & Meneses, 2017). In Sotelo, Vales, García and Barrera (2017) work, they establish the characteristics and competences that a good teacher, in face-to face and virtual modalities, must assume in order to transmit competences to students, this is responsibility, respect and comprehensive characteristics for the face-to face teacher and, responsibility, accessibility and availibility as characteristics for the virtual teacher.…”

Section: Competences Evaluationmentioning

confidence: 99%

Perception of the Professional Competences of Last Year’s Students of Pre-Primary Education and Primary Education Degrees and Students of Training Teachers Master

Navío¹,

Domínguez²,

Zagalaz³

2019

J. New Approaches Educ. Res.

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This research aims to obtain knowledge of the perception of last year´s students’ in Pre-primary and Primary Education Degrees and Secondary Education, Vocational Education and Languages Education in Teachers University Master (better known as Training Teachers Master or Secondary Education Master) at Jaen University (UJA) and the National Distance Education University (UNED), about the most important competences in their learning process. Those competences allow students to develop their knowledge and practice, in order to be capable of dealing with those real demands that surround them. In order to achieve this, we use a descriptive methodology. We apply an ad hoc, pre-designed questionnaire,(n=638). The results reveal a positive opinion in students in relation to competences and how those competences are developed within their classrooms or Study centers. In addition to that, students present some proposals to boost the improvement of competences. They invite teachers to innovate and to create new educative models that allow them to achieve an optimal development as future professionals.

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“…Se definen los pasos a seguir con el fin de cumplir con la meta que consiste en la adopción de buenas prácticas en la gestión docente universitaria para la educación virtual (Domínguez et al, 2014).…”

Section: Pasos a Seguirunclassified

Las buenas prácticas docentes en la educación virtual universitaria

Rodríguez

Estay-Niculcar

2016

REDU

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ResumenLos cambios en los patrones conductuales del docente se pueden dar a partir de modificaciones superficiales (cambio 1) o si este cambio viene acompañado de modificaciones en su pensamiento y conocimiento pedagógico en que se apoya (cambio 2). El presente artículo tiene como propósito promover el cambio 2, a través de una guía que invite al docente a la reflexión, de manera que pueda abordar las buenas prácticas docentes a partir de cambios profundos en su pensamiento y estilo de enseñanza específicamente en Good practice in Higher Education and Virtual LearningDurán Rodríguez, R. CSDC Systems y Universidad Politécnica de Cataluña (España)Estay-Niculcar, C.A. Secretaría Nacional de la Administración Pública (SNAP) (Ecuador) AbstractChanges in faculty behavior patterns can occur either from surface modifications (change 1) or from changes supported by modifications of the teacher's thinking and pedagogical knowledge (change 2). The present manuscript aims to motivate change 2 through a guide that invites teachers to reflect, how to address good teaching practices, from profound changes in their thinking and teaching style, specifically in university virtual modality. This proposal is based on a literature review: (1) good practices in different

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Las competencias docentes: diagnóstico y actividades innovadoras para su desarrollo en un modelo de educación a distancia

Cited by 13 publications

References 7 publications

Competencias Docentes Para El Desarrollo Profesional en La Universidad Actual

Competencias Docentes Para El Desarrollo Profesional en La Universidad Actual

Perception of the Professional Competences of Last Year’s Students of Pre-Primary Education and Primary Education Degrees and Students of Training Teachers Master

Las buenas prácticas docentes en la educación virtual universitaria

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