Publication: La acreditación del profesorado universitario en España : situación y perspectivas futuras
Authors
Berrocal de Luna, Emilio ; Gutiérrez-Braojos, Calixto ; Rodríguez Fernández, Sonia ; Peña García, Paz
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v98i37.1.98164
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info:eu-repo/semantics/article
Description
Abstract
La tendencia observada en los últimos años, atendiendo a
los cambios legislativos realizados en el sistema
universitario español, vienen marcados por distintos
contextos económicos y sociales. Las medidas adoptadas,
tanto por la Agencia Nacional de Evaluación de la Calidad y
Acreditación (ANECA) como por las Agencias autonómicas,
pretenden mejorar el rendimiento docente, investigador,
de innovación o de transferencia de conocimiento, así como
garantizar principios de equidad en los procesos de
acreditación del profesorado universitario español. El
presente artículo presenta un enfoque de revisión,
descriptivo y crítico, de la evolución de la situación del
profesorado de la universidad española durante la última
década, haciendo especial hincapié en los procesos de
acreditación, dada la repercusión de los mismos en la
promoción y desarrollo de la carrera docente. Se revisan las
causas, además de las consecuencias de algunas variables
como la categoría profesional, dedicación o evolución del
número de profesorado universitario, que nos permiten
conocer la representatividad real de cada una de las figuras
existentes en el contexto estructural universitario español.
Estas consideraciones dan lugar una reflexión sobre la situación actual de dichos procesos de las que se generan una serie de propuestas de mejora y de acciones que se están llevando a cabo de cara al futuro en el ámbito de la acreditación universitaria.
The trend observed in recent years, taking into account the legislative changes made in the Spanish university system, is marked by different economic and social contexts. The measures adopted, both by the National Agency for Quality Assessment and Accreditation (ANECA) and by the regional Agencies, aim to improve teaching, research, innovation or knowledge transfer performance, as well as guarantee principles of equity in the processes of accreditation of Spanish university teaching staff. This article presents a review approach, descriptive and critical, of the evolution of the situation of the teaching staff of the Spanish university during the last decade, with special emphasis on the accreditation processes, given their repercussion in the promotion and development of the teaching career. The causes are reviewed, in addition to the consequences of some variables such as professional category, dedication or evolution of the number of university teaching staff, which allow us to know the real representativeness of each of the existing figures in the Spanish university structural context. These considerations give rise to a reflection on the current situation of these processes from which a series of proposals for improvement and actions that are being carried out for the future in the field of university accreditation are generated.
The trend observed in recent years, taking into account the legislative changes made in the Spanish university system, is marked by different economic and social contexts. The measures adopted, both by the National Agency for Quality Assessment and Accreditation (ANECA) and by the regional Agencies, aim to improve teaching, research, innovation or knowledge transfer performance, as well as guarantee principles of equity in the processes of accreditation of Spanish university teaching staff. This article presents a review approach, descriptive and critical, of the evolution of the situation of the teaching staff of the Spanish university during the last decade, with special emphasis on the accreditation processes, given their repercussion in the promotion and development of the teaching career. The causes are reviewed, in addition to the consequences of some variables such as professional category, dedication or evolution of the number of university teaching staff, which allow us to know the real representativeness of each of the existing figures in the Spanish university structural context. These considerations give rise to a reflection on the current situation of these processes from which a series of proposals for improvement and actions that are being carried out for the future in the field of university accreditation are generated.
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