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El desarrollo docente en España en Educación Superior: el optimismo de la voluntad en un modelo de caja negra
| Content Provider | Semantic Scholar |
|---|---|
| Author | Domingo, Joan Rué Navarro, A. Amenábar, María González De Audícana Valle, Ana Rosa Abadía Lorente, Fernando Blanco García, Concepción Bueno March, Amparo Fernández |
| Copyright Year | 2013 |
| Abstract | La experiencia de formacion en docencia en la universidad espanola es relativamente reciente, exceptuando el caso de algunas universidades. En la ultima decada ha cobrado impulso debido al proceso de adaptacion al Espacio Europeo de Educacion Superior, el cual representa un cambio cultural profundo con respecto a los estudiantes y sus aprendizajes. Sin embargo, en Espana se ha querido impulsar desde referentes de naturaleza institucional y productiva, con orientaciones de orden tecnico, en muy poco tiempo, y desde un modelo de ‘caja negra’ que pretende el logro de la calidad atendiendo a los resultados, ignorando los procesos y la necesaria formacion para su mejor gestion. Desde los rectores hasta profesores se han visto constrenidos a cambiar elementos clave de la cultura precedente mediante referentes conceptuales y practicos en los que no se reconocian. Sin embargo, los ejemplos de tres universidades muestran la importancia de considerar la formacion de los profesores en el conocimiento de los procesos de ensenanza y aprendizaje para el logro una mejor calidad en la formacion que se les propone a sus estudiantes. ABSTRACT Teaching Development in Higher Education in Spain: the optimism of the will within a black box model. Training in teaching at the Spanish university is a relatively new experience, except for some universities. In the past decade it has attained a larger audience due to the process of adaptation to the Higher Education European Space, which represented a profound cultural change with respect to students and their learning. However, in Spain such change had been promoted according to an institutional frame, based on technical principles, within a model of black box. Such model wishes to improve quality attending its main outcomes and ignoring the processes and the necessary training for either those who develop or are involved in it. From Vice-Chancellors to the faculty staff, they had to deal with such change without the necessary understanding of its basic conceptions and its consequent related practices. Nevertheless, three cases of different universities depict how relevant such understanding can be. They emphasize the importance of teacher training when wishing at the improvement of the processes of teaching and learning, in order to attain a better quality in the proposed training to their students. |
| Starting Page | 125 |
| Ending Page | 158 |
| Page Count | 34 |
| File Format | PDF HTM / HTML |
| DOI | 10.4995/redu.2013.5523 |
| Volume Number | 11 |
| Alternate Webpage(s) | https://polipapers.upv.es/index.php/REDU/article/download/5523/5514 |
| Alternate Webpage(s) | https://doi.org/10.4995/redu.2013.5523 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
