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Fecha
2015-02-07
Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
ISSN de la revista
Título del volumen
Editorial
Asociación Iberoamericana de Educación Superior a Distancia (AIESAD)
Citas
Resumen
El docente universitario constituye un pilar fundamental en la mejora de la calidad de la educación superior, la formación de las nuevas generaciones y la innovación educativa. Su rol no es único y experimenta modificaciones a medida que cambia el enfoque o perspectiva desde el cual se concibe y gestiona el proceso de aprendizaje. Por lo tanto, requiere de un perfil competencial que le permita asumir con éxito los retos que el nuevo paradigma educativo y la sociedad de la información reclaman.
La finalidad principal del presente trabajo de investigación es identificar las competencias que poseen en la actualidad los profesores bimodales de la Universidad Técnica Particular de Loja (Ecuador), a fin de promover el desarrollo de aquellas que no han alcanzado un nivel adecuado. Asumimos la premisa de que estos profesionales deben actuar en un entorno cada vez más complejo, plural, con un acelerado desarrollo tecnológico y demandas formativas diversificadas. Con este propósito se diseñó un cuestionario de autoevaluación que incluye 20 competencias (114 indicadores), con una escala de 5 niveles de dominio. Este cuestionario se aplicó a 403 profesores universitarios bimodales de esta Universidad. A partir de los resultados empíricos obtenidos se establecieron tres perfiles competenciales (alto, medio y bajo) e identificaron las competencias específicas y transversales en las que los profesores bimodales tienen un mayor y menor dominio para, desde este conocimiento, determinar sus necesidades formativas.
University lecturers constitute a fundamental pillar in improving the quality of higher education, the training of new generations of students, and in enhancing educational innovation. Their role is often dynamic as it involves making certain modifications. For example, when there is a change of focus or perspective in the way the learning process is conceived or managed. For this reason, university lecturers require a competence-based profile that will enable them to successfully take on the challenges arising from the educational paradigm, or those stemming from the needs of our current information society. The core objective of this current research is to identify the competences that bi-modal teachers possess at the Universidad Técnica Particular de Loja (Ecuador). By doing so, we can identify the training and development needs of those teaching professionals that have not reached an adequate level of knowledge. This article is based on the key premise that university professionals have to function in an environment that is becoming more and more complex and multi-focused. Indeed, it is primarily characterized by accelerated technological developments and the training needs of a diversified nature. Within this context, we designed a self-evaluation quiz that was applied to bi-modal university teachers. Based on the empirical results that were obtained, we were able to establish three competency-based profiles: (high, medium and low), and identify the specific and transversal competences of which the bi-modal teachers have more or less command so as to determine their specific training needs.
University lecturers constitute a fundamental pillar in improving the quality of higher education, the training of new generations of students, and in enhancing educational innovation. Their role is often dynamic as it involves making certain modifications. For example, when there is a change of focus or perspective in the way the learning process is conceived or managed. For this reason, university lecturers require a competence-based profile that will enable them to successfully take on the challenges arising from the educational paradigm, or those stemming from the needs of our current information society. The core objective of this current research is to identify the competences that bi-modal teachers possess at the Universidad Técnica Particular de Loja (Ecuador). By doing so, we can identify the training and development needs of those teaching professionals that have not reached an adequate level of knowledge. This article is based on the key premise that university professionals have to function in an environment that is becoming more and more complex and multi-focused. Indeed, it is primarily characterized by accelerated technological developments and the training needs of a diversified nature. Within this context, we designed a self-evaluation quiz that was applied to bi-modal university teachers. Based on the empirical results that were obtained, we were able to establish three competency-based profiles: (high, medium and low), and identify the specific and transversal competences of which the bi-modal teachers have more or less command so as to determine their specific training needs.
Descripción
The registered version of this article, first published in “RIED-Revista Iberoamericana de Educación a Distancia, 18(2), 225–250", is available online at the publisher's website: https://doi.org/10.5944/ried.18.2.13920
La versión registrada de este artículo, publicado por primera vez en “RIED-Revista Iberoamericana de Educación a Distancia, 18(2), 225–250", está disponible en línea en el sitio web del editor: https://doi.org/10.5944/ried.18.2.13920
La versión registrada de este artículo, publicado por primera vez en “RIED-Revista Iberoamericana de Educación a Distancia, 18(2), 225–250", está disponible en línea en el sitio web del editor: https://doi.org/10.5944/ried.18.2.13920
Categorías UNESCO
Palabras clave
educación superior, competencias docentes, perfil profesional, educación a distancia, Higher Education, teacher competencies, profiles, distance education
Citación
Aguilar Feijoo, R. M., & Bautista Cerro-Ruiz, M. J. (2015). Perfiles docentes y excelencia: un estudio en la Universidad Técnica Particular de Loja, Ecuador. RIED-Revista Iberoamericana de Educación a Distancia, 18(2), 225–250. https://doi.org/10.5944/ried.18.2.13920
Centro
Facultad de Educación
Departamento
Teoría de la Educación y Pedagogía Social