TEACHING COMPETENCIES IN HIGHER EDUCATION: WHAT DOES THE LITERATURE TELL US?
DOI:
https://doi.org/10.18675/1981-8106.v30.n.63.s14707Keywords:
Higher Education. Teaching Skills. Pedagogical Skills.Abstract
The new university model inspired by the principles of the European space of higher education entails a change in the roles of teachers, turning them from transmitters into facilitators of learning, while the student assumes the main role of the educational process. This requires incorporating a competency-based approach in higher education, considering that rendering quality education implies that teachers in higher education must have personal, training, research, and pedagogical skills that enable them to perform their teaching function effectively. The aim of this text is to identify relevant pedagogical skills that the teacher should have in order to promote the development of professional and personal values and skills in students, so that they can cope with different situations they will deal with in their future profession and improve their employability. To reach this goal, we conducted a review of the literature at international level, so to design an instrument to identify the most relevant competencies drawn from such review: 1) know and understand; 2) know-how; and 3) knowing how to be.
References
ABDULKHALIQ, A.; AHMAD, B. S. Effect of professional development on classroom practices in some selected Saudi universities. International Journal of Higher Education, v. 5, n. 1, p. 152-159, 2016.
AHMAD, T. B. T.; ZUBAIRI, A. M.; IBRAHIM, M. B.; OTHMAN, J.; RAHMAN, S. A.; RAHMAN, Z. A.; NORDIN, M. S.; NOR; Z. M. Assessment for learning practices and competency among Malaysian university lecturers: a national study. Practitioner Research in Higher Education, v. 8, n. 1, p. 14-31, 2014.
ALMARGHANI, E. M.; MIJATOVIC, I. Factors affecting student engagement in HEIs - it is all about good teaching. Teaching in Higher Education, v. 22, n. 8, p. 940-956, 2017. DOI: https://doi.org/10.1080/13562517.2017.1319808.
ÁLVAREZ ROJO, V. Perfiles y competencias docentes requeridos en el contexto actual de la educación universitaria. Revista Española de Orientación y Psicopedagogía, v. 20, n. 3, p. 270-283, 2009.
BLAŠKOVÁ, M.; BLAŠKO, R.; KUCHARČÍKOVÁ, A. Competences and competence model of university teachers. Procedia - Social and Behavioral Sciences, n. 159, p. 457-467, 2014.
BOUCKAERT, M.; KOOLS, Q. Teacher educators as curriculum developers: Exploration of a professional role. European Journal of Teacher Education, v. 41, n. 1, p. 32-49, 2018. DOI: https://doi.org/10.1080/02619768.2017.1393517.
BOZU, Z.; CANTO, P. J. El profesorado universitario en la sociedad del conocimiento: Competencias profesionales docentes. Revista de Formación e Innovación Educativa Universitaria, v. 2, n. 2, p. 87-97, 2009.
BUENO, C.; UBIETO-ARTUR, M. I.; ABADÍA, A. R. Opinión del estudiantado de la Universidad de Zaragoza sobre las competencias docentes del profesorado universitario. Education in the Knowledge Society, v. 18, n. 1, p. 75-99, 2017. DOI: http://dx.doi.org/10.14201/eks20171817599.
CABELLO, G.; VALENZUELA, M.; YÁNEZ, F.; PAGÉS, T.; SAYÓS, R. Análisis comparativo del perfil docente del profesorado esperado por los estudiantes de la Universidad de Tarapacá y los de la Universidad de Barcelona. Interciencia, v. 43, n. 3, p. 208-214, 2018.
CARBONERO, M. A.; MARTÍN-ANTÓN, L. J.; FLORES, V.; RESENDE, A. F. Estudio comparado de los estilos de enseñanza del profesorado universitario de ciencias sociales de España y Brasil. Revista Complutense de Educación, v. 28, n. 2, p. 631-647, 2017.
ČIŽMEŠIJA, A.; DIKOVIĆ, M.; DOMOVIČ, V. et al. Handbook for teaching competence enhancement in Higher Education. Zagreb: Ministry of Science and Education, 2018, 60 p.
CLAVIJO CÁCERES, D. Competencias del docente universitario en el siglo XXI. Revista Espacios, v. 39, n. 20, p. 22-38, 2018.
CORREA, A. K.; CATIRSE, A.; SOARES, E. G.; SILVA, G. M.; SOUZA, M. C.; GONÇALVEZ, M.; RIVAS, N.; IANAMOTO, Y. Institutional Strategies for the Teacher Training at a Brazilian Public University in Brazil - Elements of Reflection. International Education Studies, v. 10, n. 3, p. 1-10, 2017. DOI: http://dx.doi.org/10.5539/ies.v10n3p1.
EUROPEAN COMMISSION. Supporting teacher competence development for better learning outcomes. Brussels: European Commission, 2013, 59 p. Disponible en: http://ec.europa.eu/education/policy/school/doc/teachercomp_en.pdf.
ECHEVERRÍA, B. Gestión de la competencia de acción profesional. Revista de Investigación Educativa, v. 20, n. 1, p. 7-43, 2002.
EHULETCHE, A. M.; LADO, S. I.; ATLANTE, M. E.; MALBERNAT, L. R. Competencias para el uso de tecnologías educativas de docentes de nivel superior. Análisis longitudinal del período 2012-2017 en América Latina. Virtualidad, Educación y Ciencia, v. 9, n. 17, p. 9-21, 2018.
GILIS, A.; CLEMENT, M.; LAGA, L.; PAUWELS, P. Establishing a competence profile for the role of student-centred teachers in higher education in Belgium. Research in Higher Education, v. 49, n. 6, p. 531-554, 2008.
GÓMEZ, A.; CALDERÓN, G. Principios básicos para una ruta de formación en la cualificación de los docentes en el diseño y aplicación de recursos educativos digitales. El Ágora USB, v. 18, n. 1, p. 236-244, 2018. DOI: http://dx.doi.org/10.21500/16578031.3454.
GONZÁLEZ, R. M.; GONZÁLEZ, V. Diagnóstico de necesidades y estrategias de formación docente en las universidades. Revista Iberoamericana de Educación, v. 43, n. 6, p. 1-13, 2007.
GONZÁLEZ, J.; WAGENAAR, R. (coord.). Tuning educational structures in Europe. La contribución de las universidades al proceso de Bolonia. Una introducción. Bilbao: Publicaciones de la Universidad de Deusto, 2006, 165 p.
HOROKHIVSKA, T. Developing professional pedagogical competency of lecturers in the leading EU countries. Comparative Professional Pedagogy, v. 8, n. 4, p. 7-13, 2018.
IRIE, K.; RYAN, S.; MERCER, S. Using Q methodology to investigate pre-service EFL teachers’ mindsets about teaching competences. Studies in Second Language Learning and Teaching, v. 8, n. 3, p. 575-598, 2018.
JENA, A. K.; CHAKRABORTY, P. Effect of student feedback on the motivation of Indian university teachers. I-Manager's Journal on Educational Psychology, v. 7, n. 3, p. 23-31, 2014.
KARIMI, F. K. Didactic competencies among teaching staff of universities in Kenya. International Journal of Higher Education, v. 3, n. 2, p. 28-37, 2014.
KAZU, H.; DEMIRALP, D. Faculty members' views on the effectiveness of teacher training programs to upskill life-long learning competence. Eurasian Journal of Educational Research, v. 63, p. 205-224, 2016.
LEDERER, A. M.; SHERWOOD-LAUGHLIN, C. M.; KEARNS, K. D.; O'LOUGHLIN, V. D. Development and evaluation of a doctoral-level public health pedagogy course for graduate student instructors. College Teaching, v. 64, n. 1, p. 19-27, 2016.
LOREDO, J.; GARCÍA, B.; MENDOZA, N.; GARCÍA, M. H. ¿Cómo se reflejan las prácticas docentes de profesores universitarios en tres momentos clave de la clase: La planeación, conducción y evaluación? Edetania: Estudios y Propuestas Socio-Educativas, v. 54, p. 147-170, 2018.
MAS TORRELLÓ, Ò. El profesor universitario: sus competencias y formación. Revista de Currículum y Formación de Profesorado, v. 15, n. 3, p. 195-211, 2011.
MAS TORRELLÓ, Ò.; OLMOS-RUEDA, P. El profesor universitario en el Espacio Europeo de Educación Superior: la autopercepción de sus competencias docentes actuales y orientaciones para su formación pedagógica. Revista Mexicana de Investigación Educativa, v. 21, n. 69, p. 437-470, 2016.
MENKE, D.; STUCK, S.; ACKERSON, S. Assessing advisor competencies: A Delphi method study. NACADA Journal, v. 38, n. 1, p. 12-21, 2018.
MORENO-MURCIA, J.A.; SILVEIRA TORREGROSA, Y.; BELANDO PEDREÑO, N. Questionnaire evaluating teaching competencies in the university environment. Evaluation of teaching competencies in the university. New Approaches in Educational Research, v. 4, n. 1, p. 54-64, 2015.
PANTIC, N.; WUBBELS, T.; MAINHARD, T. Teacher competence as a basis for teacher education: comparing views of teachers and teacher educators in five Western Balkan countries. Comparative Education Review, v. 55, n. 2, p. 165-188, 2011.
POŽARNIK, B. M.; LAVRIČ, A. Fostering the quality of teaching and learning by developing the "neglected half" of university teachers' competencies. C.E.P.S. Journal, v. 5, n. 2, p. 73-93, 2015.
RAMÍREZ-GARCÍA, A.; GONZÁLEZ-FERNÁNDEZ, N.; SALCINES-TALLEDO, I. Las competencias docentes genéricas en los grados de educación. Visión del profesorado universitario. Estudios pedagógicos, v. 44, n. 2, p. 259-277, 2018. DOI: http://dx.doi.org/10.4067/S0718-07052018000200259.
REBISZ, S.; TOMINSKA, E.; SIKORA, I. Planning for faculty recruitment and assessment in higher education: considering student preferences for faculty characteristics in Poland and Switzerland. Educational Planning, v. 23, n. 1, p. 49-62, 2016.
REYES, E. P.; GONZÁLEZ, E. C.; BE, P. A. Evaluar la práctica docente a partir de los comentarios de estudiantes universitarios. Revista Iberoamericana de Educación, v. 76, n. 2, p. 117-134, 2018. DOI: https://doi.org/10.35362/rie7623096.
ROMERO-MARTÍN, M. R.; CASTEJÓN-OLIVA, F. J.; LÓPEZ-PASTOR, V. M.; FRAILE-ARANDA, A. Evaluación formativa, competencias comunicativas y TIC en la formación del profesorado. Comunicar: Revista Científica de Comunicación y Educación, v. 52, n. XXV, p. 73-82, 2017. DOI: https://doi.org/10.3916/C52-2017-07.
SALAZAR, C. M.; CHIANG, M. M.; MUÑOZ, Y. A. Competencias docentes en la educación superior: un estudio empírico en la Universidad del Bío-Bío. Actualidades Investigativas en Educación, v. 16, n. 1, p. 1-28, 2016. DOI: http://dx.doi.org/10.15517/aie.v16i1.22383.
SÁNCHEZ-TARAZAGA, L. Los marcos de competencias docentes: contribución a su estudio desde la política educativa europea. Journal of Supranational Policies of Education, v. 5, p. 44-67, 2016. DOI: http://dx.doi.org/10.15366/jospoe2016.5.
SANTOS, M. A.; LORENZO, M. La formación del profesorado de educación secundaria: pensando en la reconstrucción del proyecto universitario. Revista Española de Pedagogía, v. 261, p. 263-281, 2015.
SCHMIDT, S. W.; HODGE, E. M.; TSCHIDA, C. M. How university faculty members developed their online teaching skills. Quarterly Review of Distance Education, v. 14. n. 3, 131-140, 2013.
TEJADA, J. Profesionalización docente en la universidad: implicaciones desde la formación. RUSC. Universities and Knowledge Society Journal, v. 10, n. 1, p. 170-184, 2013. DOI: http://dx.doi.org/10.7238/rusc.v10i1.1471.
TEODORESCU, D. Correlates of faculty publication productivity: a cross-national analysis. Higher Education, v. 39, n. 2, p. 201-222, 2000.
TORRA, I.; CORRAL, I.; PÉREZ, M. J.; TRIADÓ, X.; PAGÈS, T.; VALDARRAMA, E.; MÀRQUEZ, M. D.; SABATÉ, S. et al. Identificación de competencias docentes que orienten el desarrollo de planes de formación dirigidos a profesorado universitario. REDU - Revista de Docencia Universitaria, v. 10, n. 2, p. 21-56, 2012. DOI: https://doi.org/10.4995/redu.2012.6096.
TORRA, I.; ESTEBAN, R. M. Presentación. REDU - Revista de Docencia Universitaria, Número monográfico dedicado a Competencias docentes en la Educación Superior, v. 10, n. 2, p. 17-20, 2012.
ULLAH, M. H.; KHAN, M. N. U.; MURTAZA, A.; DIN, M. N. (2011). Staff development needs in Pakistan higher education. Journal of College Teaching & Learning, v. 8, n. 1, p. 19-24, 2011.
ZABALZA, M. A. La enseñanza universitaria: el escenario y sus protagonistas. Madrid: Narcea, 2001, 238 p.
ZULUAGA, C. F. A.; IAOCHITE, R. T.; SOUZA NETO, S. Formación docente en América del Sur: aspectos reguladores. Educação: Teoria e Prática, v. 27, n. 55, p. 284-307, maio/ago., 2017. DOI: https://doi.org/10.18675/1981-8106.vol27.n55.p284-307.
Published
How to Cite
Issue
Section
License
Authors who publish in this journal agree to the following terms:
a) Authors assign copyright to the journal, with the work simultaneously licensed under the Creative Commons Attribution License that allows sharing of the work with acknowledgment of authorship and publication in this journal.
b) The policy adopted by the Editorial Committee is to assign copyright only after a period of 30 months from the date of publication of the article. After this time, authors interested in publishing the same text in another work must send a letter to the Editorial Committee requesting the release of the assignment of copyright and wait for a response.
c) This journal provides public access to all its content, since this allows greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of research, by distributing OJS as well as other software to support the public access publication system to academic sources. The names and email addresses on this website will be used exclusively for the purposes of the journal and will not be available for other purposes. This journal provides open any other party 
This work is licensed under a Creative Commons License
