Experimental courses ofer a good opportunity to work with competences, promotng the incorporaton of strategies oriented towards motvatng students to actvely involve in the learning process, promotng refexive learning and developing generic skills. This study presents diferent ways of developing and evaluatng some important general skills, setle on four specifc objectves: • to increase student motvaton using samples of potental interest to students and explaining real-live applicaton of their samples analyses; • to assist students' self-regulaton and learning autonomy by using the portolio; • to promote group work through experiments in pairs and small-group discussions; • to develop communicaton skills through small-group discussions and oral presentatons. Results show that the type of sample used and real-life applicaton has important infuence on motvaton. The portolio is a good tool to promote refecton and to evaluate both specifc and generic skills in experimental courses, the dynamics of a laboratory course permit students to develop their group-work and communicatve skills, and peer evaluatons both improve students' communicaton skills and promote metacognitve refecton. Finally, the project demonstrates that it is possible to train students in general skills using the specifc course content and that the incorporaton of partcipatory methodologies encourages students to become actvely involved in the teaching-learning process.

Reflecting on one's teaching practices and assessing and analyzing the results of one's teaching are the skills developed on the Master's course in university teaching for novice teachers at the University of Barcelona. First, novice teachers are assigned a mentor; then, their progress is assessed by a new figure, a senior lecturer (monitor), who interacts with them and their mentors in informal face-to-face sessions. Together, the three participants make up the teaching team.

Resumen-El presente estudio examina algunos aspectos de la evaluación de los programas de formación docente que el Instituto de Ciencias de la Educación (ICE) de la Universidad de Barcelona (UB) ofrece al profesorado universitario. En concreto, analiza el índice de rendimiento de los cursos programados durante el periodo 2013-2016, la valoración de los profesores sobre la calidad de dichos cursos y su nivel de satisfacción con la formación recibida. Los indicadores considerados, así como los instrumentos para la recogida y el análisis de datos forman parte del Sistema Interno de Garantía de Calidad (SIGC) del ICE de la UB. Los datos muestran una alta satisfacción del profesorado con la formación recibida. Indican que los profesores consideran que el nivel de aprendizaje ha sido elevado en relación a sus conocimientos previos. Los índices de éxito de los cursos son altos y confirman esta apreciación. Se detectan también algunos puntos débiles sobre los cuales habrá que incidir: las dificultades percibidas para aplicar los conocimientos adquiridos a la práctica docente y el porcentaje significativo de profesores matriculados que no asiste a los cursos. Palabras clave: Formación docente del profesorado, Educación superior, Rendimiento y SatisfacciónAbstract-This study examines some aspects of the evaluation of professor training programs that the Institute of Education Sciences (ICE) at the University of Barcelona (UB) offers to professors. Specifically, it analyzes the performance index of the courses programmed during the period 2013-2016, the evaluation of the professors on the quality of these courses and their level of satisfaction on the training received. The indicators considered, and the tools for the collection and analysis of data come from the Internal Quality Assurance System (SIGC) of the ICE of the UB. The data shows a high satisfaction in faculty members with the training received. They indicate that professors consider the level of learning to be of great value compared with the knowledge they had before starting the training. This can be affirmed by looking at the high success rates of the courses. There are also some weaknesses that need to be improved: perceived difficulties in applying the knowledge acquired to teaching practices; and a significant percentage of professors enrolled who do not attend courses. Keywords: Teaching Training, Higher education, Performance and Satisfaction INTRODUCCIÓNGarantizar la calidad de la educación superior ha sido, en las últimas décadas, una de las máximas preocupaciones de las universidades, las cuales han asumido, con este propósito, la formación docente del profesorado como uno de sus retos más importantes.Desde el año 2002, la Universidad de Barcelona (UB), a través del Instituto de Ciencias de la Educación (ICE), ha impulsado distintos programas de formación para proporcionar a su profesorado instrumentos y recursos que le permitan mejorar la docencia y conseguir que los estudiantes aprendan más y mejor. A partir de 2012, en consonancia con las directric...