Visión social de la estrategia de formación de la competencia investigativa en el profesor universitario

2017 ◽  
Vol 2 (3) ◽  
Author(s):  
Concepción Elizabeth Marcillo García
Keyword(s):  
World Economy ◽  
Research University ◽  
University Teaching ◽  
Social Approach ◽  
University Teachers ◽  
Research Competence ◽  
Research Fields ◽  
University Professor ◽  
Relevant Topic ◽  
The University

El momento que viven las universidades ecuatorianas, se caracteriza por la búsqueda de una mejora significativa en el campo académico, investigativo y de vinculación con la comunidad. La intervención de algunas universidades por parte del CES, ha sido una medida que se constituye en oportunidad para lograr cubrir las expectativas de la sociedad y de las instancias superiores encargadas de velar por el desarrollo de la Academia. Las deficiencias encontradas develaron las causas principales que aquejan a estas comunidades: el pobre desarrollo de la investigación. En este marco, el presente trabajo se constituye en un tema pertinente, al proyectar una propuesta que se sustenta en la necesidad de formación de la docencia universitaria en el ámbito de la investigación. El análisis que se realiza a la propuesta, tiene un enfoque social pensado en función del servicio que presta la Universidad a la colectividad en aras de responder a la sociedad que concomitante al progreso mundial, apuntala su economía en el desarrollo del conocimiento. Considerar una estrategia para el desarrollo de las competencias investigativas en los docentes universitarios, ayudará a fortalecer la función investigativa, consecuentemente, se generará y crearán condiciones que permitan transferir tecnologías tendientes a mejorar las condiciones de vida del sector.  Palabras claves: Docencia universitaria, competencia investigativa, investigación, universidad, estrategia  Social view of the strategy for the formation of the research competence in the university professor    Abstract  The Ecuadorian universities are changing today and that is characterized by the search for a significant improvement in the academic and research fields and the link with the community. The intervention of some universities by the CES has been a measure which constitutes an opportunity to meet the society’s expectations and those of the higher level authorities to ensure the development of the university. The deficiencies found uncovered the main causes affecting these communities: the poor development of research. In this context, the present work constitutes a relevant topic, to project a proposal that is based on the need for training in the field of researching the university teachers. The analysis of the proposal has a social approach, which functions through the service provided by the University to the community in order to respond to the global society concomitant progress that seeks the development of knowledge while developing the world economy. To consider a strategy for the researching competence development in university teachers will help strengthening the researching function. Consequently, it will generate and create conditions for transferring technologies aimed at improving the living conditions of the teachers.  Keywords: University teaching, research competence, research, university, strategy

scholarly journals Factors of Job Stress among university teachers in Pakistan A conceptual review

2014 ◽  
Vol 1 (2) ◽  
pp. 28-30 ◽  
Author(s):  
Anwar Khan ◽  
Rosman Bin Md Yusoffa ◽  
Kamran Azam
Keyword(s):  
Job Stress ◽  
Academic Staff ◽  
University Teaching ◽  
University Teachers ◽  
Staff Members ◽  
Organizational Environments ◽  
Working Performance ◽  
Potential Factors ◽  
The University ◽  
Conducive Environment

University teaching is universally known for its stressful nature. The university teachers are exposed to various stressors at work as a result of which their working performance is affected. The current study has conceptually reviewed the different factors of Job Stress among university teachers in Pakistan by using non-systematic narrative review technique. Following review of existing literature, the findings of current study revealed nine potential factors as determinants of Job Stress among university teachers in Pakistan. These factors were related to both intra and extra organizational environments of universities in Pakistan. This study concludes that university teaching is a stressful profession in Pakistan. The problem of Job Stress should be managed both at individual and institutional levels. Individually the academic staff members should get awareness about causes and consequences of Job Stress. At institutional level the management of universities should provide Stress free conducive environment, so that university teachers could be saved from the devastating effects of Job Stress. 

scholarly journals Evaluation of a Training Course for University Teachers

1977 ◽  
Vol 7 (1) ◽  
pp. 19-35
Author(s):  
A. I. Rothman ◽  
Sarah Robinson
Keyword(s):  
Teaching Methods ◽  
University Teaching ◽  
University Teachers ◽  
Training Course ◽  
Course Objectives ◽  
Cross Tabulation ◽  
The University

This report describes the evaluation of a training course for university teachers offered by the University Teaching Methods Unit of the University of London Institute of Education. The procedures used required the collection of information from the course participants at the conclusion of the course and again after a four month interval. A post course ques- tionnaire asked the participants to assess the success of the course in achieving its stated objectives and to indicate the extent to which the course's scheduled activities contributed to the achievement of the course objectives. Cross tabulation of the results of the two lines of questions identified which course activities contributed to the achievement of specific objectives. The data collected four months later indicated the extent to which and in what areas participants felt the course did have significant impact on their teaching behaviours.

scholarly journals Creencias en Investigación de Docentes Universitarios de Programas de Licenciaturas// Beliefs in University Teaching Research Degree Programmes.

2013 ◽  
Vol 4 (1) ◽  
pp. 74
Author(s):  
Clemencia Del Consuelo Zapata Lesmes ◽  
Cindy Banquez Martínez ◽  
Paola Isabel Hernández Mena
Keyword(s):  
Social Sciences ◽  
Research Work ◽  
Research Process ◽  
University Teaching ◽  
University Teachers ◽  
Social Sciences And Humanities ◽  
Work Related ◽  
Hermeneutic Approach ◽  
Investigación Cualitativa ◽  
The University

A partir de la vinculación al macro proyecto “Concepciones y Creencias sobre Investigación de docentes de las Universidades de Cartagena” desarrollado por la licenciada Clemencia Zapata Lesmes del semillero de investigación de la Corporación Universitaria Rafael Núñez de la Facultad de Ciencias Sociales y Humanas, se inició el proceso investigativo. En el mismo proceso surge la idea de realizar una investigación que diera respuesta a las creencias sobre investigación de los licenciados en educación de la Corporación Universitaria Rafael Núñez. Inicialmente se realizó un rastreo sobre trabajos relacionados con creencias investigativas de los docentes universitarios, escogiendo así los que servirían de base para iniciar a identificar, describir y analizar cuáles son las creencias investigativas de los licenciados en investigación;siguiendo los criterios de la investigación cualitativa con un enfoque hermenéutico utilizando como técnica, la entrevista. Luego la información de los trabajos encontrados sobre creencias investigativas son los publicados por las Universidades, revistas y autores en sus páginas Web. En este artículo se presentan los resultados del trabajo de grado sobre las creencias investigativasde los Licenciados en Educación de la Corporación Universitaria Rafael Núñez.ABSTRACT:From the macro linkage project "Research Concepts and Beliefs of teachers from the Universities of Cartagena" developed by the licensed Clemencia Zapata Lesmes the hotbed of research at the University Corporation Rafael Nunez, Faculty of Social Sciences and Humanities, is began the research process. In that process the idea to do research that would answer the research beliefs about education graduates of the university corporation Rafael Nunez.   They underwent a scan on research work related to beliefs of university teachers, choosing so that we would provide a basis to begin to identify, describe and analyze what beliefs investigative research graduates, according to the criteria of qualitative research with a hermeneutic approach chosen technique, the interview. Then the information found on beliefs investigative work are published by universities, journals and authors on their websites. We present the results of the grade on the beliefs investigative education graduates in the university corporation Rafael Nunez.

scholarly journals What do university teachers do all day (and often into the night)?'

2010 ◽  
Vol 7 (1) ◽  
pp. 5-23
Author(s):  
Josie Arnold ◽  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Personal Narrative ◽  
University Research ◽  
Learning Activities ◽  
University Teaching ◽  
University Teachers ◽  
Definition Of ◽  
The University ◽  
The Impact

Teaching and the student experience are interlocked. This paper takes a personal look at the pleasures and pressures of teaching in contemporary higher education. In doing so it adds to the definition of teachers’ work in higher education, surveys some of the creative and positive sides of University teaching and shines a light upon the impact of increased commercialisation and managerial approaches upon academic work. It focuses upon the teaching and learning activities that academics undertake in the service of the university, including the research that adds to and updates their own knowledge, and hence underpins their teaching, so as to enable and enrich the learning journeys of their students. This paper has been written as a personal narrative, as what I have come to call a ‘subjective academic narrative’. The ‘subjective’ refers to acknowledgement of the inevitability of the personal being an integral part of research; the ‘academic’ refers to the analytical and the intellectual ambience in which university research takes place; and the ‘narrative’ refers to the story, that is, the way in which we re-tell all of our research. Above all, this paper contributes to a sense of understanding some of the elements of teaching that are involved in student engagement.

scholarly journals Formación Continua De Los Docentes Universitarios: Formación Investigativa

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
Concepción Elizabeth Marcillo García ◽  
Jimmy Alexandre Vásquez Zavala
Keyword(s):  
Continuing Education ◽  
Personal Development ◽  
University Teaching ◽  
Research Activity ◽  
Continuous Training ◽  
University Professors ◽  
Professional Performance ◽  
University Teachers ◽  
The University ◽  
Formación Docente

La universidad constituye el espacio de generación de conocimientos y el referente de desarrollo de la ciencia y la tecnología. En tales circunstancias, la responsabilidad de que la universidad cumpla con su misión se sustenta, en gran medida, en el desempeño de los docentes que ejercen la cátedra universitaria. Su formación es el soporte de la innovación, transformación y producción de los conocimientos. En este sentido, la investigación tuvo como objeto de estudio la formación continua del docente, precisando como campo la formación investigativa del docente universitario de los docentes de la Universidad Estatal del Sur de Manabí. Se planteó como objetivo profundizar en los sustentos que sirvieron de base en la fundamentación de las categorías analizadas. Para el desarrollo de este documento, se consideró el método de investigación documental. Se concluyó  que el proceso de formación continua  encuentra  sustentos  en  Declaraciones  Universales  y  legales,  su  estudio  se  ha realizado desde diferentes aristas, siendo caracterizada por la actualización, innovación, producción y transformación, así como el desarrollo personal, el desarrollo social y el desempeño profesional. Por otra parte, la investigación dejó  evidenciado los pobres aportes en los estudios sobre la formación investigativa de los profesores en este nivel.    Palabras claves: Desempeño docente, docente universitario, formación continua, formación docente, formación docente investigativa  Continuous training of university teachers: research activity   Abstract The university is a place for generating knowledge and the benchmark of the development of science and technology. In such circumstances, the responsibility that the university fulfills its  Formación continua de los docentes universitarios www.itsup.edu.ec/myjournal mission lies largely on the performance of teachers engaged in the university staff. Their formation is a support for the    innovation, transformation and production of knowledge. In this sense, the research object was to study the continuing formation of professors, stating as the field of research the researching formation of university professors in “ Universidad Estatal del Sur de Manabí, Ecuador. The objective was to deepen in the aspects that were the basis of the foundation of the categories analyzed. For the development of this work, the method of documentary research was considered. We concluded that the process of continuing education is found The Universal Statement Legal; their study was conducted from different angles, being  characterized  by  the  updating,  innovation,  production  and  processing,  as  well  as personal development, social development and professional performance. Moreover, the research showed clearly, that there is a poor contribution in the professor formation at this level.  Keywords: professor performance, university teaching, continuing education, professor formation, professor formation research

scholarly journals Communication and didactics, the difficult but needful symbiosis in higher education systems

2019 ◽  
Vol 2 (2) ◽  
pp. 1-13
Author(s):  
Stefano Mustica
Keyword(s):  
Higher Education ◽  
European Commission ◽  
Teaching And Learning ◽  
Practical Knowledge ◽  
University Teaching ◽  
University Teachers ◽  
Equal Importance ◽  
The Individual ◽  
Teaching Learning ◽  
The University

Abstract The first purpose of the university system is to deliver qualitative education through solid didactics/educational, but not many university structures seem really interested in the subject. Sets of laws, measures, rules, and prescriptions of all kinds are in fact relegating it to a corner, making it less and less central and effective while also increasing the difficult to decipher, update and innovate it. As a matter of fact, the issue of modernization of teaching methods has been tackled decisively by the European Commission, which has placed it among the priorities of its agenda. By acting in this way, EU is manifesting the conviction that a better quality for higher education will determine a growth in development and competitiveness not only for the Union itself but also for the individual universities that will define a strategy to improve the level of their teaching and learning and to give equal importance to research and teaching. In its report on the theme of modernization and quality of teaching and learning, the European Commission summarizes its conclusions in 16 recommendations, including: - the need for adequate teaching training for teachers; - the need for the merits of teachers who make a significant contribution to improving teaching and learning methods to be recognized and rewarded. But in order to achieve such quality prospects, it is necessary for university teachers to combine the knowledge of their discipline with specific communicative, cognitive and, more generally, relational skills. All this must become a principle of the university teaching of the future. However, on a practical level, it is not uncommon to meet teachers who are not sufficiently attentive to these dimensions of the teaching-learning dynamic, failing to identify the “language” capable of transferring their theoretical/practical knowledge in the function of real learning of the student.

scholarly journals PÉDAGOGIE UNIVERSITAIRE RÉNOVÉE À L’ÉPOQUE DE LA PANDÉMIE : COMMENT PASSER DE L’AUTRE CÔTÉ DE L’ÉCRAN ?

Neofilolog ◽  
2021 ◽  
pp. 249-264
Author(s):  
Jolanta Sujecka-Zając
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
The State ◽  
University Teaching ◽  
University Teachers ◽  
Virtual Classes ◽  
Pedagogie Universitaire ◽  
The University

The 2020/2021 pandemic year has been difficult for teachers at all levels of education including higher education. There was a need to switch quickly to another type of education that would achieve the same objectives as before. How did the university teachers face this challenge? What consequences have been drawn for university teaching in general? We propose to take a global perspective of the state of current university pedagogy to highlight the need to renovate its approaches and to put the learner at the center of the process so to provide pedagogical support in his learning. We will analyze the results of three surveys concerning remote teaching and learning in Poland and in Europe. Finally, we will show what tools can be used to better monitor students` learning in virtual classes. 

scholarly journals Staff Development Needs In Pakistan Higher Education

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Muhammad Hameed Ullah ◽  
Muhammad Naeem Ullah Khan ◽  
Ali Murtaza ◽  
Muhammad Naseer Ud Din
Keyword(s):  
Higher Education ◽  
Staff Development ◽  
Classroom Management ◽  
Philosophy Of Education ◽  
University Teaching ◽  
Learning Theories ◽  
Teaching Staff ◽  
University Teachers ◽  
Professional Attitude ◽  
The University

Staff development is very significant for the achievement of overall goals of higher education in Pakistan. The success of innovations depends largely upon the skills of instructors; but in Pakistan, the people with a simple masters degree (without any pedagogical training) are  inducted as teaching staff at the university level, so it is time to explore whether or not the inducted teachers feel the need for training. Further to be explored are areas in which they are interested in being trained. Therefore, the objectives of study were 1) to explore the training needs for university teaching staff, 2) to identify the areas in which development is needed by the teaching staff of the universities in Pakistan, and 3) formulation of recommendations for staff development in Pakistan to improve education at the higher level.  The sample comprised of 20% randomly-selected teaching staff of ten selected universities, degree-awarding institutions from the public sector, and 40% teaching staff of ten selected universities from the private sector. A self-developed questionnaire, consisting of 41 items to be responded to on a five-point Likert scale and two open-ended questions, was used to collect data.  The principal researcher approached all the respondents personally by repeated visits and got the completed questionnaires, so this questionnaire also served the purpose of an interview. The analysis of data revealed that the university teachers need training in the following areas: philosophy of education, Islamic philosophy of education, educational psychology, research techniques, professional trends, professional competencies, professional attitude, professional ethics ,global innovations in teaching strategies, classroom management, counselling and guidance, student discipline, communication skills, learning theories, and supervision. Therefore, it is recommended that they may be included in the training curriculum of university teachers.

Is There Life Beyond the Ivory Tower?

1977 ◽  
Vol 7 (3) ◽  
pp. 32-35
Author(s):  
Thomas Q. Reefe
Keyword(s):  
University Teaching ◽  
Advanced Degree ◽  
Market Place ◽  
University Environment ◽  
College And University ◽  
Time Work ◽  
University Professor ◽  
Part Time ◽  
Professional Fields ◽  
The University

It is one of the misfortunes of a graduate education that students are exposed to a narrow range of career and employment models in the university environment. The most common model is that of the specialized university professor, and too many graduate students and Ph.D.’s make the very serious mistake of spending one or two recruitment years trying unsuccessfully to get work exclusively in the college and university professoriate in order to fulfill this single career goal. This perception is born out by the fact that university placement officers are suddenly deluged in August, the last month of the university recruiting year, by dozens upon dozens of unemployed Ph.D.’s in all fields asking, “What else can I do with my advanced degree?” I believe that the candidate who expands career goals and who seeks employment in the four year college and university teaching market and in other professional job markets at the same time can find well-paid and interesting career work. Multiple job searches can take forty hours a week and often have to be added to other commitments like part-time work or dissertation writing. Employment inquiries in non-academic professional fields take planning and a lot of hustle, for applications and job leads take months and months to mature just as they do in the academic market place.

scholarly journals Integrating Emerging Technologies into Higher Education – The Future Perceptions

2021 ◽  
Author(s):  
Janika Leoste ◽  
Larissa Jõgi ◽  
Tiia Õun ◽  
Luis Pastor ◽  
José San Martín López ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Emerging Technologies ◽  
University Teaching ◽  
Negative Effects ◽  
University Teachers ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
The University

Emerging technologies have a potential future impact on the developments in higher education and teaching practices at the universities. The paper is based on the project “My future colleague robot” that aims to improve the competence of university teachers in the implementation of Emerging Technologies (ETs) in the teaching practices at the university. In this paper, we identified the strengths and weaknesses, opportunities and threats that are related to the adoption of two ETs, robotics and Artificial Intelligence (AI), in higher education. Additionally, we analyzed the perceptions of faculty about these ETs. The empirical data was collected using written essays from 18 university teachers and students. Deductive and inductive approaches with thematic analysis were used for the data analysis. The findings support the idea that previous experience related to ETs can support positive attitudes and the implementations of ET in university teaching. University teachers had optimistic expectations towards ETs accepting them as part of teaching practice development, while discussion about the negative effects of ETs was negligible.

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