Teaching-learning Strategies and Evaluation in Higher Education Contexts: Exploratory Study between the Universidad Autónoma de Baja California (Mexico) and the Universidad Complutense de Madrid (España)

Abstract

Currently, research on the teaching strategies used by university teachers, learning assessment strategies, as well as the promotion of learning strategies in their students, has developed remarkably both nationally and internationally. In this regard, a study was conducted whose main purpose was to comprehensively analyze the teaching strategies used by university teachers attached to undergraduate/faculties of education, together with the learning assessment tools that apply in their academic practice. At the same time, it was interested in exploring the learning strategies that they try to promote in their students based on their teaching action. The study was located in two different educational contexts: the Bachelor of Education Sciences of the Universidad Autónoma de Baja California (UABC, Mexico) and the Faculty of Education of the Universidad Complutense de Madrid (UCM, Spain). A non-probabilistic sample of 24 teachers (19 from UCM and 5 from UABC) was considered, to whom a semi-structured interview was applied. At a general level, 3 dimensions were identified (teaching strategies, learning strategies and evaluation of learning), 6 subdimensions and 18 categories of analysis (teaching-learning strategies focused on students, teachers or educational content; institutional factors that impact the use of teaching-learning strategies, among others).