Publication: Análisis de los planes de formación del profesorado en universidades públicas españolas ¿Qué se entiende por calidad?
Authors
RamosTrasar, Inés ; Ceinos Sanz, Cristina ; Fernández Rey, Elena ; Gewerc Barujel, Adriana
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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.v39i2.110850
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info:eu-repo/semantics/article
Description
Abstract
Con la implementación del Espacio Europeo de Educación Superior, las universidades españolas han desarrollado planes de formación estructurados y organizados con el propósito de favorecer la mejora profesional y el enriquecimiento de los procesos de enseñanza-aprendizaje, siendo una cuestión en la que también incide la Ley Orgánica 2/2023, de 22 de marzo, del Sistema Universitario (LOSU). En base a esto, el presente estudio pretende identificar la perspectiva que plantean las universidades públicas españolas y qué se entiende por docencia universitaria de calidad en el marco de sus planes de formación. Para ello, se ha realizado un estudio descriptivo de los planes formativos de diecisiete Universidades españolas, identificando presencia-ausencia de elementos estructurales, a través del cálculo de estadísticos, concretamente, frecuencias y medias. A posteriori, se realizó un análisis de contenido de estos elementos en cinco de estas universidades. Los resultados derivados del estudio muestran la falta de contextualización de los planes; un análisis de necesidades específico deficiente; la ausencia de evaluación de impacto y del propio plan formativo; así como una oferta formativa con modalidades que, en general, se alinean con una sumatoria de cursos genéricos. A modo de conclusión, se apunta que la calidad de las funciones del profesorado se vincula con eficiencia y mejora, pero no se delimita el significado del término calidad ni los pasos hacia cómo perseguir esta finalidad.
With the implementation of the European Higher Education Area, Spanish universities have developed structured and organized training plans to promote professional improvement and the enrichment of teaching-learning processes. This issue is also affected bythe Organic Law 2/2023, of 22 March, on the University System (LOSU). Based on the previous ideas, this study aims to identify the proposed perspective by Spanish public universities and what is meant by quality university teaching within the framework oftheir training plans. To this end, a descriptive study of the training plans of seventeen Spanish universities was carried out, identifying the presence-absence of structural elements through the statistics calculation, specially, frequencies and averages. Subsequently, a content analysis of these elements was carried out in five of these universities. The obtained results show a lack of contextualisation of the plans; a deficient needs specific analysis; an absence of impact assessment and of the trainingplan itself; as well as a training offer with modalities which, in general, are aligned with a sum of generic courses. In conclusion, it is highlighted that the quality of teachers' functions is linked to efficiency and improvement, but the meaning of thequality term and the steps towards how to get this goal are not delimited.
With the implementation of the European Higher Education Area, Spanish universities have developed structured and organized training plans to promote professional improvement and the enrichment of teaching-learning processes. This issue is also affected bythe Organic Law 2/2023, of 22 March, on the University System (LOSU). Based on the previous ideas, this study aims to identify the proposed perspective by Spanish public universities and what is meant by quality university teaching within the framework oftheir training plans. To this end, a descriptive study of the training plans of seventeen Spanish universities was carried out, identifying the presence-absence of structural elements through the statistics calculation, specially, frequencies and averages. Subsequently, a content analysis of these elements was carried out in five of these universities. The obtained results show a lack of contextualisation of the plans; a deficient needs specific analysis; an absence of impact assessment and of the trainingplan itself; as well as a training offer with modalities which, in general, are aligned with a sum of generic courses. In conclusion, it is highlighted that the quality of teachers' functions is linked to efficiency and improvement, but the meaning of thequality term and the steps towards how to get this goal are not delimited.
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