Perfil del profesorado universitario que emplea un enfoque de enseñanza centrado en el alumnado

Hernández, David Jiménez; Abellán, María Tornel; Ortíz, Juan José González; Requena, Patricia Sancho

doi:10.25115/psye.v11i1.2125

Cited by 4 publications

(5 citation statements)

References 14 publications

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“…According to the results, the profile of the current teacher has characteristics of a traditional teaching model. Hernandez et al [26] stated that current students of education have not integrated the theoretical and practical knowledge required to perform their roles at the end of their training. Many cannot design and implement programs for pedagogical intervention with a studentcentered teaching approach in which profound learning is developed.…”

Section: Discussionmentioning

confidence: 99%

“…Goh and Abdul-Wahab [24] argued that current faculty professors may lack the pedagogy needed to teach in this "digitalized" world and are not competent enough to guide students into the new era of technologydriven experiences. They asserted that institutions need to move away from the traditional way of delivering knowledge and conducting research in order to adopt new ways that provide autonomy to educators to define goals in the formative process where students learn through technology [25], and the approach is learner-centered [26,27]. The teacher competencies required to perform in these environments must be identified [28].…”

Section: Linking the Teacher's Role In The Framework Of Education 40 And Educational Innovationmentioning

confidence: 99%

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Characterization of the Teaching Profile within the Framework of Education 4.0

et al. 2021

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The authors of the Education 4.0 concept postulated a flexible combination of digital literacy, critical thinking, and problem-solving in educational environments linked to real-world scenarios. Therefore, teachers have been challenged to develop new methods and resources to integrate into their planning in order to help students develop these desirable and necessary skills; hence, the question: What are the characteristics of a teacher to consider within the framework of Education 4.0? This study was conducted in a higher education institution in Ecuador, with the aim to identify the teaching profile required in new undergraduate programs within the framework of Education 4.0 in order to contribute to decision-making about teacher recruitment, professional training and evaluation, human talent management, and institutional policies interested in connecting competencies with the needs of society. Descriptive and exploratory approaches, where we applied quantitative and qualitative instruments (surveys) to 337 undergraduate students in education programs and 313 graduates, were used. We also included interviews with 20 experts in the educational field and five focus groups with 32 chancellors, school principals, university professors, and specialists in the educational area. The data were triangulated, and the results were organized into the categories of (a) processes as facilitators (b), soft skills, (c) human sense, and (d) the use of technologies. The results outlined the profile of a professor as a specialized professional with competencies for innovation, complex problem solving, entrepreneurship, collaboration, international perspective, leadership, and connection with the needs of society. This research study may be of value to administrators, educational and social entrepreneurs, trainers, and policy-makers interested in implementing innovative training programs and in supporting management and policy decisions.

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Section: Discussionmentioning

confidence: 99%

Section: Linking the Teacher's Role In The Framework Of Education 40 And Educational Innovationmentioning

confidence: 99%

Characterization of the Teaching Profile within the Framework of Education 4.0

et al. 2021

View full text Add to dashboard Cite

show abstract

“…According to the results, the profile of the current teacher has characteristics of a traditional teaching model. Hernandez et al [24] state that current students of education have not integrated the theoretical and practical knowledge required to perform their roles at the end of their training. Many cannot design and implement programs for pedagogical intervention with a student-centered teaching approach in which profound learning is developed.…”

Section: Discussionmentioning

confidence: 99%

“…Goh & Abdul-Wahab [22] argue that current faculty may lack the pedagogy needed to teach in this "digitalized" world and are not competent to guide students into the new era of technology-driven experiences. They assert that institutions need to move away from the traditional way of delivering knowledge and conducting research to adopt new ways that provide autonomy to educators to define goals in the formative process where students learn through technology [23], and the approach is learner-centered [24,25]. The teacher competencies required to perform in these environments must be identified [26].…”

Section: Introductionmentioning

confidence: 99%

Characterization of the Teaching Profile Within the Framework of Education 4.0

Ramírez-Montoya¹,

Aguirre²,

Zúñiga-Ojeda³

et al. 2021

Preprint

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Education 4.0 postulates the flexible combining of digital literacy, critical thinking, and problem-solving in training environments linked to real-world scenarios. Therefore, teachers are challenged to find or develop new methods and resources to integrate into their curricula to help students develop these desirable and necessary skills; hence, the question: What are the characteristics of a teacher to consider within the framework of Education 4.0? This article presents a study carried out in a higher education institution in Ecuador. The objective was to identify the teaching profile required in new careers within the framework of Education 4.0. The descriptive, exploratory methodology applied quantitative and qualitative instruments (surveys) to 337 undergraduate students in education careers and 313 graduates. It also included interviews with 20 experts in the educational field and five focus groups with 32 rectors, school principals, university professors and specialists in the educational area. The data was triangulated, and the results were categorized in (a) processes as facilitators (b), soft skills, (c) human sense and (d) use of technologies. This article may be of value to administrators, educational and social entrepreneurs, trainers, and decision-makers interested in implementing innovative training programs.

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“…Algunas investigaciones han enfocado su propósito investigativo en analizar las relaciones entre los enfoques de enseñanza y las variables sociodemográficas de los profesores y del contexto, como lo son el nivel de experticia de los estudiantes (Stes et al, 2008), el número de estudiantes en el aula (Rosário et al, 2013;Stes et al, 2008), sexo del profesor (Rosário et al, 2013), experiencia docente (Jiménez et al, 2019;Rosário et al, 2013), nivel de formación Rosário et al, 2013), área de conocimiento (Jiménez et al, 2019), entre otras.…”

Section: Issn-l: 0123-8264unclassified

Creencias epistemológicas y enfoques de enseñanza en docentes de primer ciclo de enseñanzas universitarias

Osorio Noriega,

Monroy Hernández,

López Martínez

2023

Horiz. pedagog.

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Las creencias epistemológicas son concebidas como las ideas que tienen las personas sobre el conocimiento y el aprendizaje. Por otra parte, los enfoques de enseñanza hacen referencia al camino que pueden seguir los individuos para impartir conocimiento. Algunos estudios han encontrado una estrecha relación entre estas dos variables, puesto que se esperaría que profesores con enfoques centrados en el estudiante tuvieran valores más altos en creencias epistemológicas sofisticadas, mientras que enfoques centrados en el profesor tuvieran valores más altos en creencias epistemológicas ingenuas. Objetivo: Por tal motivo, el objetivo de este estudio fue explorar si las creencias epistemológicas son un predictor de los enfoques de enseñanza, y explorar el papel de las variables sociodemográficas como predictoras de cada variable. Método: A través de una investigación cuantitativa de tipo exploratorio transversal se recogió información mediante dos instrumentos existentes: Cuestionario de creencias epistemológicas (EQ) y el Inventario de Enfoques de Enseñanza (S-ATI-20). Resultados: Los modelos 1 y 2 en los que se utilizaron las variables sociodemográficas para predecir las creencias epistemológicas y los enfoques de enseñanza no fueron significativos; sin embargo, el modelo de predicción de las creencias epistemológicas como predictoras de los enfoques de enseñanza fue significativo (r²=.1358, Std. Error = 6.298, df = 1.281, p = 5.949e-06), en dónde observa que mayores puntuaciones en creencias sofisticadas presentan valores centrados en el profesor, mientras que las creencias más ingenuas presentan puntuaciones centrados en el estudiante. Conclusiones: Los resultados van en línea con lo expuesto por otros autores, pues se halló una relación entre las dos variables que no resulta ser coherente con los supuestos entre las creencias y los enfoques de enseñanza. Por ello, se recomienda implementar programas que permitan a los profesores identificar sus consistencias o sesgos entre sus concepciones y la manera en la que imparten la formación.

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Perfil del profesorado universitario que emplea un enfoque de enseñanza centrado en el alumnado

Cited by 4 publications

References 14 publications

Characterization of the Teaching Profile within the Framework of Education 4.0

Characterization of the Teaching Profile within the Framework of Education 4.0

Characterization of the Teaching Profile Within the Framework of Education 4.0

Creencias epistemológicas y enfoques de enseñanza en docentes de primer ciclo de enseñanzas universitarias

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