Puntos fuertes y débiles en la formación por competencias según los graduados universitarios españoles

Peiró, Andrea Conchado; Sierra, José Miguel Carot

doi:10.4995/redu.2013.5608

Cited by 21 publications

(32 citation statements)

References 5 publications

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“…This coincided with the data obtained by Valdemoros & Lucas (2014) from PE students at the University of La Rioja. Likewise, the study conducted by Conchado & Carot (2013) confirmed that ICT-based communication, an emerging factor that could become invaluable in teaching-related communication, is a weak area among Spanish university graduates. In that study the capacity to work with families was valued highly, although it was not addressed from a communicative perspective.…”

Section: Discussionmentioning

confidence: 68%

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Cifuentes¹

2017

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Gender-based violence cannot be overcome without wide social support for the victims, which is dramatically limited by the violence against those who take an active stand in favor of survivors. The struggle against sexual violence requires simultaneous actions to protect both the direct victims of sexual harassment and the victims of second order sexual harassment -SOSH. Although SOSH was first defined in 1990 (Dziech & Weiner, 1990) there has been a lack a research on the issue, despite its social and scientific importance. The objective of this article is two-fold: a) to provide a concept of SOSH that facilitates the present developments for science and society by identifying specific situations of persons and those with whom they work who have suffered from SOSH; and b) to disclose the main contributions under these situations from the perspective of several social frameworks including the legal system, university, citizenship, media and politics. Using a qualitative methodology, we conclude by highlighting the need to develop the joint actions of society as a whole to identify and legislate SOSH while empowering survivors and those who support them in an attempt to eradicate gender-based violence. Keywords ResumenLa violencia de género no puede ser superada sin un amplio apoyo social a las víctimas, que está dramáticamente limitado por la violencia contra quienes toman una postura activa en favor de los sobrevivientes. La lucha contra la violencia de género requiere acciones para proteger tanto a las víctimas directas de acoso sexual como a las víctimas de acoso sexual de segundo orden -SOSH-. Aunque la primera definición de SOSH viene de 1990(Dziech & Weiner, 1990, ha habido una falta de investigación sobre el tema, a pesar de su importancia social y científica. El objetivo de este artículo es doble: a) proporcionar un concepto de SOSH útil para presentar los avances de la ciencia y la sociedad, a través de la identificación de situaciones específicas de las personas y aquellos con quienes trabajan y han sufrido SOSH; B) revelar las principales aportaciones para hacer frente a estas situaciones a través de diversos aspectos en los ámbitos jurídico, universitario, ciudadano, mediático y político. Utilizando una metodología cualitativa concluimos destacando la necesidad de desarrollar acciones conjuntas de toda la sociedad para identificar y legislar el SOSH, al tiempo que empoderar a los supervivientes y a quienes los apoyan, en un intento de erradicar la violencia de género. (United Nations, 2013). Furthermore, considering the gender violence that is suffered by young people in sporadic relationships (Shorey et al., 2012), the data are frightening. There is widespread agreement that this is a violation of human rights as well as a major scourge of society. To combat this enormous problem, the article raises the concept of Second Order Sexual Harassment -SOSH -because this pitfall cannot be overcome without social support for the victims.We define SOSH as physical and/or psychological violence agai...

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Section: Discussionmentioning

confidence: 68%

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Section: Discussionmentioning

confidence: 75%

The Communication Skills of Future Teachers during their Initial Training

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Blanco

Ortega

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Communication skills are considered vital in order to work as a professional teacher. This study evaluates the communication skills of students in teaching programs at two public universities of Spain. We developed a questionnaire based on consolidated theoretical knowledge in the field of educational communication: a) skills as a transmitter, b) skills as a receiver, c) skills as a classroom teacher, d) skills as a participant in meetings, and e) skills as a tutor; and gave it to 670 students who were in their first (start of their degree), second (middle of their degree) and third years (about to graduate) of a teaching degree in the academic year 2013/2014, so that the data reflected the participants' levels of experience. Through the use of cross-cutting research methods we obtained the data and performed quantitative analyses of a descriptive nature. The results revealed a certain inadequacy in the acquisition and development of teaching-related communication skills, which was more pronounced in supposedly "classical" areas of communication: transmission and reception than in others: classroom communication, meeting participation and tutorial conversation, despite the fact that more progress is made in the former areas over time. We discuss these data and offer guidelines for specific training.

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“…Por su parte, la red de apoyo externo influye de manera positiva y significativa sobre la calidad del proceso enseñanza-aprendizaje, resultados que están en la línea expuesta por otras investigaciones (Cantero y Mato, 2014;Avagliano y Vega, 2013;Conchado y Carot, 2013;Montoya y Aguilar, 2013;López et al, 2012;Suarez, 2012;Aguiar et al, 2010;Saraiva, 2008). Además los resultados demuestran que si bien ambas variables influyen en la Satisfacción del estudiante de pregrado, la Calidad del Proceso de Enseñanza-Aprendizaje tiene una mayor influencia que la Red Externa.…”

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“…El hecho de visualizar diferentes espacios y experiencias con colegas de profesión proporciona un nuevo sentido a los estudiantes, son factores que pueden determinar una mejor participación y la aceptación por gran parte de los estudiantes, lo que influye en la calidad del proceso de enseñanza-aprendizaje, pues el estudiante incorpora habilidades que demandan las empresas (Aguiar et al, 2010), pues claramente fortalecer el vínculo del estudiante con su red externa y particularmente con su potencial mercado laboral, adquiere cada más relevancia pues el empleo se ha convertido en los últimos años en un tema controvertido que genera cierta sensación de frustración entre los jóvenes titulados (Conchado y Carot, 2013).…”

Section: Red De Apoyo Externo Y Calidad Del Proceso Enseñanza-aprendiunclassified

Análisis de la Fidelización del Estudiante de Ingeniería con su Centro de Educación Superior: Desafíos de Gestión Educacional

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ResumenEl objetivo de la investigación es realizar un análisis de la fidelización del estudiante de ingeniería en relación con su centro de educación superior. Se toma como población objetivo los estudiantes de la carrera Ingeniería Civil Industrial de la Universidad de La Serena, en Chile y se propone un modelo relacional con seis hipótesis de trabajo. Se aplicaron encuestas con tamaño de muestra de 177 estudiantes que representan el 54% de la población, considerando escala politómicas tipo Likert. Para el contraste del modelo propuesto se emplearon los métodos de ecuaciones estructurales. Finalmente, se determinó la confirmación del carácter multidimensional de la fidelidad del estudiante con su centro de educación superior. Basado en ello, se concluye que la fidelidad del estudiante es afectada de forma significativa por la calidad del proceso enseñanza-aprendizaje, que la satisfacción del estudiante influye de manera positiva y significativa, y que la red de apoyo externo es una variable significativa que impacta directa e indirectamente la fidelidad del estudiante. Palabras clave: estudiante, enseñanza-aprendizaje, satisfacción, fidelización, red de apoyo Analysis of Engineering Student Loyalty to his/her Center of Higher Education: Education Management Challenges AbstractThe objective of the research is to analyze the loyalty of engineering students in relation to its center of higher education. Students of the career of Industrial Civil Engineering at the University of La Serena in Chile were considered in the study and a model including six relational hypotheses is proposed. Surveys were applied to 177 students, representing 54% of the population, considering Likert scale polytomous. To compared the results of the proposed model structural equation methods were used. Finally, confirmation of the multidimensional nature of student loyalty with its center of higher education was determined. Based on this, it is concluded that loyalty student is significantly affected by the quality of the teaching-learning process, student satisfaction has a positive and meaningful influence, and that the network of external support is a significant variable that impacts directly and indirectly students 'loyalty.

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Puntos fuertes y débiles en la formación por competencias según los graduados universitarios españoles

Cited by 21 publications

References 5 publications

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The Communication Skills of Future Teachers during their Initial Training

Análisis de la Fidelización del Estudiante de Ingeniería con su Centro de Educación Superior: Desafíos de Gestión Educacional

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