Diagnóstico de un programa de formación de docentes en competencias para el primer año de universidad

Rivilla, Antonio Medina; Ruiz-Cabezas, Adiela; Navío, Eufrasio Pérez; Domínguez, María Castañar Medina

doi:10.17811/rifie.48.2.2019.239-250

Cited by 11 publications

(16 citation statements)

References 14 publications

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“…We have set up a group of methods, tasks, didactic interactions events and integral development network (RIAICES, 2020), that account for the necessary work and evaluation on the dialogic principle and intercultural understanding of participants. These are reflected in didactic interaction perspectives newly developed by groups, communities and settings open to complexity [71,64,65]. These tools represent intelligent contexts and new environments where the eco-training, cultural dialogue and sustainable ecology are concretely developed with total emotional harmony and deep empathy (24)Medina Domínguez, 2015).…”

Section: Discussionmentioning

confidence: 99%

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Teachers’ Training in the Intercultural Dialogue and Understanding: focussing on the Education for a Sustainable Development

Garrido¹,

Ruiz-Cabezas²,

Domínguez³

et al. 2020

Preprint

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The present research is embedded in the professional development and research line and in the needs of secondary education and first-year university teachers. We focussed on evidencing the importance of teachers’ professional training to include some specific adaptation and skills in intercultural dialogue and understanding -often called Intercultural Competence- because of its direct impact on the sustainable development of human beings, groups, and ecosystems. We investigated the role played by each of the main competencies linked to the following intercultural dimensions: Professional Identity, Ethics and Axiology, Methodology, and Inclusive Education. We used an integrated methodology and a cross-study of data, performed after the obtention of a three-cornered evaluation of results collected in focus groups, interviews, and questionnaires. We were able to show the impact of intercultural dialogue and understanding in the education for a sustainable development pattern. This is fundamental to set up a new ecology of forms, knowledge, attitudes, and educational meanings, further used to update teachers and students’ training in sustainable ecology and cultural diversity. Progress made in these complementary competencies -Professional Identity, Ethics and Axiology, Methodology- were appraised by teachers participating in the present study; the latter showing an increased interest and demand for the intercultural competence, after increasing their proficiency in the other complementary competencies.

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Section: Discussionmentioning

confidence: 99%

“…We applied a mixed quantitative and qualitative approach in our study in line with previously published studies like those of [64,65,67,33,6]. The present study is focussing on the validity and reliability of data, with a specific analysis of intercultural understanding and development and the needs for research linked to teachers' profession.…”

Section: Methodsmentioning

confidence: 99%

Teachers’ Training in the Intercultural Dialogue and Understanding: focussing on the Education for a Sustainable Development

Garrido¹,

Ruiz-Cabezas²,

Domínguez³

et al. 2020

Preprint

Self Cite

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“…The structure of competencies for teaching and learning in innovation centers in the 21st century to predict learning in the post-COVID-19 era is presented in [26,27]. A diagnosis of the first-year teacher training program of the university is disclosed in [28].…”

Section: Literarture Reviewmentioning

confidence: 99%

Educational hub as a space for the development of professional and practical competence of environmental safety specialists

Bordiug¹,

Толочко

Les³

2022

SR:PE

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The article contains the results of scientific research in the field of application of educational hubs in the process of training specialists in environmental safety. The analysis of the current Ukrainian regulatory documentation on the implementation of Sustainable Development Strategy dominants and provisions of the Law of Ukraine "On Environmental Protection" through environmental education of the society has been made. The problem of formation and development of professional and practical competence of environmental safety specialists in lifelong learning is updated in view of the constantly changing requirements for environmental safety at the enterprise and the territory of its influence. The analysis of professional and practical competence of environmental safety specialists by integral, general and special components has been made. The role of educational hubs for students through the provision of educational and scientific sessions of different duration and intensity using different learning styles (cooperative and competitive, cognitive and emotional, activity and observation, practical and theoretical) has been determined. A methodology of introducing an educational hub into the process of training specialists in environmental safety has been created. It has been established, that the process of the educational hub implementation has four stages: informational and organizational, evaluative and analytical, practical and technological, summarizing. The effectiveness of the implemented educational hub is proved by enabling the customers of educational services to create more complex educational and scientific and professional and practical products through exchange and cooperation, taking into account the collective integrated experience of professional activity. A model for assessing the formation of professional and practical competencies of environmental safety specialists according to indicators that include personal and professional qualities, practical and technological and organizational and managerial skills has been developed

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“…Es importante reconocer que, en las IES, los docentes tienen un papel importante para fomentar la cultura de la innovación en los estudiantes, pero de acuerdo con Medina, Ruíz y Pérez (2019), son precisamente los profesores quienes no poseen las competencias de investigación e innovación, por lo tanto, es necesario considerar estrategias de actualización docente para subsanar esa debilidad en los mismos. En ese mismo sentido, Palomera, Briones, y Gómez, (2019) consideran que para que exista innovación en las IES, los docentes necesitan enriquecer sus valores y competencias personales para mejorar el trabajo colaborativo.…”

Section: Innovación En Las Instituciones Educativasunclassified

Innovación educativa desde la óptica de los docentes en una IES. Un estudio comparativo

Gallegos

González

Vargas

2021

novarua

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Ante la denominada 4ª Revolución Industrial que hace referencia a las tecnologías digitales, a la física y a la biología, los docentes vistos como colaborados de una IES deben contar con los elementos necesarios para enfrentar los retos emergentes que conlleva. El estudio es de tipo descriptivo, cuantitativo y de tipo transversal con un corte único en el tiempo, semestre febrero-junio del 2021. Se aplicó un instrumento con un Alfa de Cronbach de 0.887 sobre conducta intraemprendedora, el cual consta de siete dimensiones: innovación, asunción de riesgos, apoyo de la dirección, libertad en el trabajo, recompensas, tiempo disponible e incertidumbre en las tareas; consta de 58 ítems. Los principales hallazgos en ambas instituciones educativas sobre la percepción de innovación educativa fueron en la dimensión D4 libertad en el trabajo y su relación positiva con el género y la edad a través de la correlación de Pearson y Spearman.

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Diagnóstico de un programa de formación de docentes en competencias para el primer año de universidad

Cited by 11 publications

References 14 publications

Teachers’ Training in the Intercultural Dialogue and Understanding: focussing on the Education for a Sustainable Development

Teachers’ Training in the Intercultural Dialogue and Understanding: focussing on the Education for a Sustainable Development

Educational hub as a space for the development of professional and practical competence of environmental safety specialists

Innovación educativa desde la óptica de los docentes en una IES. Un estudio comparativo

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