Analysis of Training Offers on Active Methodologies for University Teachers in Spain
Lina Higueras-Rodriguez
,
Maria del Mar Garcia-Vita
,
Marta Medina-Garcia
The current offer of training courses for university teachers is due, among other needs, to the implementation of an educational model based on studen.
- Pub. date: July 15, 2020
- Pages: 1223-1234
- 443 Downloads
- 933 Views
- 3 Citations
The current offer of training courses for university teachers is due, among other needs, to the implementation of an educational model based on student learning, promoting the use of active methodologies for their motivation and academic performance. An exploratory-descriptive and ideographic study is presented where the main technique is the analysis of content. To this end, 15 Spanish universities with the greatest prestige were analyzed according to the parameters of the Academic Ranking of World Universities (ARWU) in relation to the topics related to active methodologies and the profile of university teachers. The results show the different teacher training courses that have been carried out during the 2019/2020 academic year. We find that there are more universities that present more training of this type than others, and who this type of training is aimed at: new teachers and teachers with professional experience. The conclusions are related to the importance of the courses for the professional development of university teachers, since they should not be anchored in the same methodology, but should be open to new challenges and always taking into account the students, enhancing their motivation and academic performance.
Keywords: University teacher training, training needs, training offers.
References
Agarwal, A., & Rao, S. A. M. (2017). A study on health science students’ perception of active teaching and learning methodologies for creating excitement in basic science classrooms. Archives of Current Research International, 11(4), 1-9.
Alvarez Rojo, V. B., Romero Rodriguez, S., Gil Flores, J., Rodriguez-Santero, J., Clares Lopez, J., Asensio-Munoz, I., del-Frago, R., Garcia-Lupion, B., Garcia-Garcia, M., Gonzalez-Gonzalez, D., Guardia, S., Ibarra, M., Lopez-Fuentes, R., Rodriguez-Gomez, G., & Salmeron-Vilchez, P. (2011). Necesidades de formacion del profesorado universitario para la adaptacion de su docencia al espacio europeo de educacion [Teachers’ needs for teaching in the European Higher Education Area (EHEA)]. Relieve, 17(1), 1-22.
Aramburuzabala, P., Hernandez-Castilla, R., & Angel-Uribe, I. C. (2013). Modelos y tendencias de la formacion docente universitaria [Models and trends in university teacher training]. Teachers. Journal of Curriculum and Teacher Training/ Profesorado. Revista de Curriculum y Formacion de Profesorado, 17(3), 345-357.
Beraza, M. A. Z. (2012). El estudio de las" buenas practicas" docentes en la ensenanza universitaria [The study of 'good teaching practice' in university education]. Journal of University Teaching/ Revista de docencia universitaria, 10(1), 17-42.
Bhutto, G.M., Khoso, I., & Jhatial, A.A. (2017). Assessing the impact of higher education commission’s training on university teachers’ performance: Case study of University of Sindh. The Shield-Research Journal of Physical Education & Sports Science, 11, 27-45.
Blair, E., Maharaj, C., & Primus, S. (2016). Performance and perception in the flipped classroom. Education and Information Technologies, 21(6), 1465-1482.
Brockbank, A., & McGill, I. (2002). Aprendizaje reflexivo en la educacion superior [Reflective learning in higher education]. Gilberto Perez del Blanco.
Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162-1175.
Buendia, L., Colas, M., & Hernandez, F. (2010). Metodos de investigacion en psicopedagogia [Research methods in psychopedagogy]. McGraw-Hill
Cardenas, I. R., Zermeno, M. G., & Tijerina, F. A. (2013). Tecnologias educativas y estrategias didacticas: criterios de seleccion [Educational technologies and teaching strategies: selection criteria]. Education & Technology/ Educacion y tecnologia, 3, 190-206.
Cermeno, A. (2016). La importancia de la motivacion del profesor en el aprendizaje del alumnado [The importance of teacher motivation in student learning] [Undergraduate thesis, Universidad de la Rioja]. Biblioteca de la Universidad de la Rioja. https://biblioteca.unirioja.es/tfe_e/TFE001676.pdf
Conde-Jimenez, J., & Martin-Gutierrez, A. (2016). Potencialidades y necesidades de mejora en la formacion de profesores noveles universitarios [The potential and need for improvement in the training of new university lecturers]. Electronic Journal of Educational Research/Revista electronica de investigacion educativa, 18(1), 140-152.
De Ketele, J. M. (2003). La formacion didactica y pedagogica de los profesores universitarios: luces y sombras [Didactic and pedagogical training of university professors: Lights and shadows]. Education Journal/Revista de Educacion, 331, 143-169.
De los Cobos, A. P. P., Gallego, M. G., Gallego, J. C. G., Carceles, M. C. P., & Garcia, J. G. (2011). Relacion entre la aplicacion de metodologias docentes activas y el aprendizaje del estudiante universitario [Relationship between the application of active teaching methodologies and university student learning]. Bordon. Journal of Pedagogy/ Bordon. Revista de pedagogia, 63(2), 27-40.
De Miguel, M. (2003). Calidad de la ensenanza universitaria y desarrollo profesional del profesorado [Quality of university education and professional development of teachers]. Education Journal/Revista de Educacion, 331, 13-34.
Diaz-Bazo, C., & Gonzales, J. (2016). Metodos de investigacion en educacion [Research methods in education]. Documento de trabajo. Departamento Academico de Educacion de la Pontificia Universidad Catolica del Peru [Working paper. Academic Department of Education of the Pontificia Universidad Catolica del Peru]. http://docplayer.es/53976663-Metodos-de-investigacion-en-educacion.html
Echeita, G., & Dominguez Gutierrez, A. B. (2011). Educacion inclusiva: Argumento, caminos y encrucijadas [Inclusive education: Argument, ways and cross-roads]. Class/ Aula, 17, 23-55.
Fidalgo-Blanco, A., Sein-Echaluce, M. L., & Garcia-Penalvo, F. J. (2019). Enhancing the main characteristics of active methodologies: A case with Micro Flip Teaching and Teamwork. The International Journal of Engineering Education, 31(5), 397-408.
Gibbs, G., & Coffey, M. (2000). Training to teach in higher education: A research agenda. Teacher development, 4(1), 31-44.
Gibbs, G., & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87-100.
Gonzalez, M. R., & Gonzalez, V. (2007). Diagnostico de necesidades y estrategias de formacion docente en las universidades [Diagnosis of needs and strategies for teacher training in universities]. Iberoamerican Journal of Education/Revista Iberoamericana de Educacion, 43(6), 1-14.
Gonzalez, N., Garcia, R., Sonsoles, L., & Alvarez, E. (2013). Metodologias activas en la docencia universitaria: importancia, conocimiento y uso en opinion del profesorado [Active methodologies in university teaching: importance, knowledge and use in the opinion of the teaching staff]. Educational Evaluation Journal/Revista de evaluacion educativa, 2(2), 88-107.
Gorham, J., & Millette, D. M. (1997). A comparative analysis of teacher and student perceptions of sources of motivation and demotivation in college classes. Communication Education, 46(4), 245-261.
Hernandez-Castilla, R. (2009). El maestro en la Union Europea. La Europa de las competencias [The teacher in the European Union. The Europe of competences]. Tendencias Pedagogicas, 14, 467-482.
Higueras-Rodriguez, L., Medina-Garcia, M., & Molina-Ruiz, E. (2020). Analysis of Courses and Teacher Training Programs on Playful Methodology in Andalusia (Spain). Education Sciences, 10(4), 105, https://doi.org/10.3390/educsci10040105
Higueras-Rodriguez, M. L. (2019). El juego como recurso didactico en la formacion inicial docente [Game as a didactic resource in initial teacher training] [Master’s thesis, University of Granada]. Universidad de Granada Digibug. https://digibug.ugr.es/handle/10481/59299
Houston, D., & Hood, C. (2017). University teacher preparation programmes as a quality enhancement mechanism: evaluating impact beyond individual teachers’ practice. Quality in Higher education, 23(1), 65-78.
Ishii, K. (2017). Active learning and teacher training: Lesson study and professional learning communities. Science in Education/ Scientia in Educatione, 8, 101-118.
Karadeniz, M. H. (2017). Reflections from the Application of Different Type of Activities: Special Training Methods Course. European Journal of Educational Research, 6(2), 157-174. https://doi.org/10.12973/eu-jer.6.2.157
Keller, M. M., Neumann, K., & Fischer, H. E. (2017). The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest. Journal of Research in Science Teaching, 54(5), 586-614.
Kert, S.B. (2019). A Proposal of In-Service Teacher Training Approach for Computer Science Teachers. European Journal of Educational Research, 8(2), 477-489. https://doi.org/10.12973/eu-jer.8.2.477
Krippendorff, K. (2002). Metodologia de analisis de contenido. Teoria y practica [Content analysis methodology. Theory and practice]. Paidos.
Lune, H., & Berg, B. L. (2016). Qualitative research methods for the social sciences. Pearson Higher Ed.
Mahler, D.; Grosschedl, J., & Harms, U. (2018). Does motivation matter? The relationship between teachers’ self-efficacy and enthusiasm and students’ performance. PloS one, 13(11), 207-252. https://doi.org/10.1371/journal.pone.0207252
Marcelo, C., & Vaillant, D. (2009). Desarrollo profesional docente: ¿cómo se aprende a ensenar? [Teacher professional development: how do you learn to teach?] (Vol. 115). Narcea Ediciones.
May, T. (Ed.). (2002). Qualitative research in action. Sage.
Ministerial Conference Bologna. (1999). The European Higher Education Area. EHEA. http://www.ehea.info/page-ministerial-conference-bologna-1999
Monereo, C., Weise, C., & Alvarez, I. (2013). Cambiar la identidad docente en la universidad. Formacion basada en incidents dramatizados [Change the teaching identity at the university. Training based on dramatised incidents]. Childhood & Learning/ Infancia y Aprendizaje, 36(3), 323-340.
Montes, D. A., & Suarez, C. I. (2016). La formacion docente universitaria: claves formativas de universidades espanolas [University teacher training: keys to training in Spanish universities]. Electronic Journal of Educational Research/Revista Electronica de Investigacion Educativa, 18(3), 51-64.
Odalen, J., Brommesson, D., Erlingsson, G. O., Schaffer, J. K., & Fogelgren, M. (2019). Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities. Higher Education Research & Development, 38(2), 339-353.
Parejo, J. L. (2010) Politicas de participacion infantil [Child participation policies]. University Question/ Cuestion Universitaria, 6, 58-64
Parra-Gonzalez, M. E., Lopez Belmonte, J., Segura-Robles, A., & Fuentes Cabrera, A. (2020). Active and emerging methodologies for ubiquitous education: Potentials of flipped learning and gamification. Sustainability, 12(2), 1-11.
Perez Poch, A., Sanchez Carracedo, F., Salan Ballesteros, M. N., & Lopez Alvarez, D. (2014). Analisis multifactorial de la aplicacion de metodologias activas en la calidad docente [Multifactorial analysis of the application of active methodologies in teaching quality]. ReVision, 8(1), 41-51.
Postareff, L., Lindblom-Ylanne, S., & Nevgi, A. (2007). The effect of pedagogical training on teaching in higher education. Teaching and Teacher Education, 23(5), 557-571.
Rupprecht, S., Paulus, P., & Walach, H. (2017). Mind the Teachers! The Impact of Mindfulness Training on Self-Regulation and Classroom Performance in a Sample of German School Teachers. European Journal of Educational Research, 6(4), 565-581. https://doi.org/10.12973/eu-jer.6.4.565
Sanchez, F. (2005). Modelos de formacion del profesorado y su valoracion para el Espacio Europeo de Educacion Superior [Teacher training models and their assessment for the European Higher Education Area]. Estudios y Analisis.
Spivakovskiy, O., Kushnir, N., Valko, N., & Vinnyk, M. (2017). Advanced ICT training for university teachers. En ICTERI.
Tan, F. D. H., Whipp, P.R., Gagne, M., & Van Quaquebeke, N. (2019). Students´ perception of teachers’ two-way feedback interactions that impact learning. Social Psychology of Education, 22(1), 169-187.
Tejada, J. F. (2013). Profesionalizacion docente en la universidad: implicaciones desde la formacion RUSC [Professionalization of university teaching: implications for RUSC training]. University and Knowledge Society Journal/Revista de Universidad y Sociedad del Conocimiento, 10(1), 170-183.
Trigueros, R., Magaz-Gonzalez, A. M., Garcia-Tascon, M., Alias, A., & Aguilar-Parra, J. M. (2020). Validation and Adaptation of the Academic-Resilience Scale in the Spanish Context. International Journal of Environmental Research and Public Health, 17(11), 37-79. https://doi.org/10.3390/ijerph17113779
Troiano, H., Elias, M., & Amengual, A. (2006). Las misiones de la universidad y su influencia en las practicas docentes [The missions of the university and their influence on teaching practices]. Journal of Educational Research/ Revista de Investigacion Educativa, 24(2), 595-613.
Trowler, P., & Bamber, R. (2005). Compulsory higher education teacher training: Joined‐up policies, institutional architectures and enhancement cultures. International Journal for Academic Development, 10(2), 79-93.
Valcarcel, M. (coord.) (2003). La preparacion del profesorado universitario espanol para la convergencia europea en educacion superior [The preparation of Spanish university teaching staff for European convergence in higher education] (Proyecto EA2003-0040). Ministerio de Educacion.
Vargas, I., Gonzalez, X., & Navarrete, T. (2018). Metodologia activa en el estudio de caso para desarrollo del pensamiento critico y sentido etico [Active methodology in the case study for the development of critical thinking and ethical sense]. Enfermeria universitaria, 15(3), 244-254.
Vykhrushch, V. O., Romanyshyna, L. M., Pehota, O. M., Shorobura, I.M., & Kravets, R. A. (2020). The Efficiency of Training a Teacher at Higher Education Institutions of Different Profiles. European Journal of Educational Research, 9(1), 67-78. https://doi.org/10.12973/eu-jer.9.1.67
Williams, K. C., & Williams, C. C. (2011). Five key ingredients for improving motivation. Research in Higher Education Journal, 11, 1-23.
Willis, J. W. (2007). Foundations of qualitative research: Interpretive and critical approaches. SAGE Publications, Inc.
Woodcock, S., Hitches, E., & Jones, G. (2019). It’s not you, it’s me: Teachers’ self-efficacy and attributional beliefs towards students with specific learning difficulties. International Journal of Educational Research, 97, 107-118.
Zabalza, M. A. (2009). Ser profesor universitario hoy [Being a university professor today]. University question/La cuestion universitaria, 5, 68-80.