Analysis of Training Offers on Active Methodologies for University Teachers in Spain

Abstract

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.

What Are University Professors’ Motivations? A Realistic Approach to Self-Perception of a Group of Spanish University Professors Belonging to the G-9 Group of Universities

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Training on Innovative Learning Environments: Identifying Teachers’ Interests

“…This insight prompts a deeper exploration of "training interest" instead. Training needs expressed by teachers demonstrate that developing training programs focused on educational innovation and modern teaching techniques is essential for advancing initiatives in educational innovation [7].…”

Competencias Docentes Para El Desarrollo Profesional en La Universidad Actual

“…Gran parte de las necesidades formativas tienen que ver con las competencias relacionadas con los nuevos elementos promovidos por el enfoque del EEES, como las que facilitan el proceso de E-A y la evaluación centrada en el estudiante con metodologías que promuevan el aprendizaje autónomo (Álvarez-Rojo et al, 2011). Hoy en día, una de las principales funciones del profesorado es ser facilitador del aprendizaje para que el estudiante "aprenda a aprender" de manera autónoma (Higueras-Rodríguez et al, 2020;Monereo et al, 2013). Existe la necesidad de ofrecer, por parte de las instituciones universitarias, programas de formación docente relevantes e innovadores para actualizar la actuación pedagógica del profesorado, así como las estrategias de investigación, contribuyendo a su vez en el mantenimiento de estándares educativos de calidad e innovación (Bhutto et al, 2017).…”