La evaluación del profesorado universitario

[Resumen] En este artículo se pretende realizar un breve recorrido teórico por alguno de los aspectos conceptuales de la evaluación del profesorado universitario. Dicho recorrido se desarrolla en cuatro apartados: en el primero se delimitan los conceptos de evaluación del profesorado y evaluación de la docencia, se establecen las principales diferencias entre ambos términos, así como la dificultad de definirlos de forma independiente. En el segundo apartado se señalan los principales objetivos generales y específicos relacionados con la “mejora docente”. En el tercero se jus- tifica la importancia de la evaluación de la docencia de profesor universitario. Y en el cuarto y último apartado, se recogen los pro- blemas y limitaciones más importantes que tiene esta evaluación.[Abstract] In this article, it is intended to undertake a brief theoretical run-through of some of the conceptual aspects of evaluation of university professorship. The aforementioned run- through is developed in four stages: in the first, the concepts of evaluation of professors- hip and evaluation of teaching are specified terminologically. At this stage, the main diffe- rences between the two are established, as well as the difficulty of defining them inde- pendently. In the second section, the most important objectives, both general and speci- fic, relating to “the teaching improvement” are indicated. In the third part of the article, the importance of evaluation of university professorship teaching is justified. The fourth and final section covers the problems and limitations of this kind of evaluation

Educational innovation in the centers of education

[Resumen] Este trabajo se centra en el estudio de las distintas formas de innovación que han ido surgiendo con el paso del tiempo en el proceso de enseñanza- aprendizaje. El objetivo, es estudiar los cambios que han ido apareciendo con los años y las innovaciones más actuales en algunos centros de enseñanza de Castilla y León. Se ha utilizado una metodología cualitativa basada en una entrevista para el profesorado de algunos centros educativos de Castilla y León (en las provincias de Zamora y Salamanca). Se trata de un estudio piloto para ver si existen diferencias en las percepciones de los profesores sobre la innovación educativa en función del centro educativo al que pertenecen. Para el análisis de los resultados se hizo el vaciado de las entrevistas, su valoración y el análisis de diferencias entre los distintos centros de estudio. Con esto, no se pretende llegar a una respuesta absoluta, puesto que se trata de un estudio piloto, sino entregar algunos elementos que permitan profundizar en el tema y obtener conclusiones para futuras investigaciones.[Abstract] This paper focuses on the study of the different forms of innovation that have arised throughout the teaching - learning process. The aim of the study is to analyze the changes that have appeared throughout time and the most current innovations in some education centers of Castile and Leon. The methodology used during the study was qualitative after analysing the survey that teaching staff of some educational centers of Castile and León answered (in the provinces of Zamora and Salamanca). This is a pilot study to check possible differences in the perceptions of teachers on teaching innovation depending on the education center in which they work. The results of the study were extracted after analyzing and evaluating the data collected in the interviews and the analysis of differences between the participant centers of the study. Limitations of the study show that a final response is not possible since it is an experimental study but the principal aim is to present some elements that will allow to analyze this topic further and to obtain conclusions for future investigations on this topic

Digital competences relationship between gender and generation of university professors

[EN] Digital competences can be defined as the set of techno-pedagogical and communicational skills that allow teachers to function effectively within the educational contexts that new technologies generate. This research work was aimed to establish the relationship between the level of university professors’ digital competences concerning their gender and generation. The study was based on a sample of 613 professionals with an undergraduate degree, who came from different areas of Ecuador; they were the attendees to the "Training Program for Leveling Tutors using Virtual Modality" at Técnica del Norte University (Ibarra -Ecuador). This research applied a quantitative and explanatory approach where the non-parametric statistical test of Chi-square was used to corroborate the validity of the data; it was obtained from a survey applied to the participants in this training course. The results show that the level of digital competences is gender independent but generation dependent. Generation Z is the one with the best digital capabilities, with an average of 61.14%. Regarding the gender, a dependence is observed only with two out of five groups of competencies analyzed in this study; the cloud storage and the interaction of social network. The research line of digital competences is extensive, the results should not be generalized or extrapolated without considering the characteristics of the educators and the context, it is suggested to assess the teaching staff digital competencies, considering other types of demographic variables, so that higher education institutions can carry out a comprehensive training planning in digital skills

Digital Competences Relationship between Gender and Generation of University Professors

Digital competences can be defined as the set of techno-pedagogical and communicational skills that allow teachers to function effectively within the educational contexts that new technologies generate. This research work was aimed to establish the relationship between the level of university professors’ digital competences concerning their gender and generation. The study was based on a sample of 613 professionals with an undergraduate degree, who came from different areas of Ecuador; they were the attendees to the "Training Program for Leveling Tutors using Virtual Modality" at Técnica del Norte University (Ibarra -Ecuador). This research applied a quantitative and explanatory approach where the non-parametric statistical test of Chi-square was used to corroborate the validity of the data; it was obtained from a survey applied to the participants in this training course. The results show that the level of digital competences is gender independent but generation dependent. Generation Z is the one with the best digital capabilities, with an average of 61.14%. Regarding the gender, a dependence is observed only with two out of five groups of competencies analyzed in this study; the cloud storage and the interaction of social network. The research line of digital competences is extensive, the results should not be generalized or extrapolated without considering the characteristics of the educators and the context, it is suggested to assess the teaching staff digital competencies, considering other types of demographic variables, so that higher education institutions can carry out a comprehensive training planning in digital skills

The Digital Competence of Pre-Service Educators: The Influence of Personal Variables

[EN] Currently, 21st century students need competences that enable them to adapt to a new type of individual information and individual knowledge relationship, and, therefore, the education system should contemplate new ways for learners to develop in accordance with this so-called information and knowledge society. One of special importance is so-called digital competency. This article presents the results of a research study to determine the influence that the variables of gender, age, and academic degree have on the acquisition of digital competence by pre-service educators, with a sample of 370 students from different education degrees from the University of Salamanca (Spain). A quantitative methodology was used, employing a non-experimental method and the electronic survey technique to collect information on the dimensions of knowledge, as well as the management of and attitude towards information and communication technologies (ICTs). Data were analyzed inferentially from a comparison of means using nonparametric tests. This analysis was completed with the incorporation of Receiver Operating Characteristic (ROC) curves, which allowed us to graphically verify the differences between the subsamples and thus compare the different groups in relation to the proposed dimensions. The main conclusion was that the three variables studied can be considered as influential, though not determinant, in the acquisition of digital competency

The self-perceived digital competence of social educators in Spain: influence of demographic and professional variables

[EN] In 21st-century society, Information and Communication Technologies establish the ways of communication and socialization. The way we live, study, work, entertain ourselves, etc. have changed, and the patterns of social and economic development demand new skills from citizens. In Spain, the scientific and professional career called Social Education and their social educators, are responsible for promoting and facilitating the adaptation of people to society. Nowadays, these professionals must be aware that one of the fundamental competencies, along with others, is digital competence, and its development is a requirement to agree with contemporary society. This article presents the findings of a research that aims to be a pioneer in the field of study of Social Education in Spain and whose objective is to analyze the self-perceived digital competence of 452 working social educators and determine if demographic variables and professionals influence it. A quantitative, non-experimental, and descriptive method was used, with an ex-post-facto methodology, of a descriptive type in which no kind of treatment was applied to the object of study. The electronic survey technique was used to collect the information. For the analysis of the data, descriptive, inferential and regression tests were carried out. The main results obtained allow us to conclude that neither gender, nor age, nor the Autonomous Community influence the dimensions of management and attitude towards Information and Communication Technologies. On the contrary, professional variables do have an influence on the self-assessment of digital competence

Academic Program for the Relationship with Companies: An M-Learning Strategy to Promote University-Business Collaborations

[EN] The interest in including mobile learning (m-learning) in training processes has grown considerably. In recent years, there is evidence of a progressive research production on the subject; especially in Latin America, it is seen as an alternative to bridge the educational gaps. In the context of higher education in Colombia, most university students work full-time and study at night, it makes it difficult for them to do internships and makes them feel vulnerable when taking on job positions associated with their profession. Our goal is to create a virtual internship laboratory supported by a mobile application developed specifically for this purpose. It combines Problem-Based Learning (PBL) with Action- and Decision-oriented Research (ADR). Through a descriptive qualitative study, a mobile application is designed and validated to promote the university-business relationship, it was named Academic Program for the Relationship with Companies (PARCE, i.e., Programa Académico de Relacionamiento con Empresas). The introduction contextualizes university education in Colombia and the receptivity of mobile learning, subsequently, the article describes the technical characteristics and qualities of the developed mobile application, as well as the methodology, approach, and data collection process. The information is analyzed by descriptive statistics categorized by dimensions to assess the impact of the mobile application on internship processes in a higher education institution. The academic performance was positively assessed with respect to the development of skills and professional abilities acquired and enhanced thanks to the flexibility of the mobile application and the PARCE program. Although it has been designed especially for internship processes, it is adaptable to different areas of knowledge and educational levels. The most recurrent rating of the program, on a scale from 1 to 5, by entrepreneurs was 4.82

The Digital Competence of Pre-Service Educators: The Influence of Personal Variables

[EN]Currently, 21st century students need competences that enable them to adapt to a new type of individual information and individual knowledge relationship, and, therefore, the education system should contemplate new ways for learners to develop in accordance with this so-called information and knowledge society. One of special importance is so-called digital competency. This article presents the results of a research study to determine the influence that the variables of gender, age, and academic degree have on the acquisition of digital competence by pre-service educators, with a sample of 370 students from different education degrees from the University of Salamanca (Spain). A quantitative methodology was used, employing a non-experimental method and the electronic survey technique to collect information on the dimensions of knowledge, as well as the management of and attitude towards information and communication technologies (ICTs). Data were analyzed inferentially from a comparison of means using nonparametric tests. This analysis was completed with the incorporation of Receiver Operating Characteristic (ROC) curves, which allowed us to graphically verify the differences between the subsamples and thus compare the different groups in relation to the proposed dimensions. The main conclusion was that the three variables studied can be considered as influential, though not determinant, in the acquisition of digital competency

Digital competence of early childhood education teachers: attitude, knowledge and use of ICT

[EN] The main objective of the research described here was to learn how young learners self-evaluate their digital competence. A nonexperimental and descriptive quantitative methodology was employed, an electronic survey being used to collect the data. Among the main results, we can highlight that these learners selfevaluate their attitude towards Information and Communication Technologies (ICT) as favourable, their handling of them as moderate and their knowledge of them as scarce. It became clear that they do not have a level of digital competence suitable for being called ‘digital natives’, nor sufficient ability to use ICT in their academic life or in their professional future

Digital Competences Relationship between Gender and Generation of University Professors

Digital competences can be defined as the set of techno-pedagogical and communicational skills that allow teachers to function effectively within the educational contexts that new technologies generate. This research work was aimed to establish the relationship between the level of university professors’ digital competences concerning their gender and generation. The study was based on a sample of 613 professionals with an undergraduate degree, who came from different areas of Ecuador; they were the attendees to the "Training Program for Leveling Tutors using Virtual Modality" at Técnica del Norte University (Ibarra -Ecuador). This research applied a quantitative and explanatory approach where the non-parametric statistical test of Chi-square was used to corroborate the validity of the data; it was obtained from a survey applied to the participants in this training course. The results show that the level of digital competences is gender independent but generation dependent. Generation Z is the one with the best digital capabilities, with an average of 61.14%. Regarding the gender, a dependence is observed only with two out of five groups of competencies analyzed in this study; the cloud storage and the interaction of social network. The research line of digital competences is extensive, the results should not be generalized or extrapolated without considering the characteristics of the educators and the context, it is suggested to assess the teaching staff digital competencies, considering other types of demographic variables, so that higher education institutions can carry out a comprehensive training planning in digital skills