Discussion of competences at university level: review of the competency profile of social educators /<i>Discusión de competencias en el ámbito universitario: revisión del perfil del educador social</i>

Eslava-Suanes, María Dolores; González-López, Ignacio; De-León-Huertas, Carlota

doi:10.1080/11356405.2018.1452869

Cited by 3 publications

(1 citation statement)

References 6 publications

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“…La importancia del desempeño comunicativo de los estudiantes universitarios ha sido ampliamente estudiada a causa de, por una parte, la relación que diversos estudios han logrado identificar entre este y el éxito académico (Gonzalo, 2016;Cerda et al, 2017;Gonzalo & Gómez-Delsouc, 2017;Yoon, 2018) y, por otra, al valor que el mundo del trabajo otorga a estas y otras competencias transversales (Chaibate et al, 2017;Eslava-Suanes, González-López, De León-Huertas, C., 2018).…”

Section: Discussionunclassified

Competencia comunicativa en educación superior: hacia una evaluación diagnóstica integral

2022

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The aim of this paper is to diagnose the sufficiency of first-year pedagogy students’ discoursive competence, considering lexical, reading comprehension and written competences. Whit this objective, three instruments were designed and adapted, one for each competence: lexical availability test, reading comprehension test and rubric to evaluate an argumentative writing task. Among the main findings, it stands out that the highest performance corresponds to performance in reading, over writing and lexicon, respectively. It is concluded that the obtained results allow classifying the performances in initial levels and that, although it is not possible to speak of the existence of a correlation, the closest links are between reading-writing, lexicon-writing and lexicon-reading, respectively.

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Section: Discussionunclassified

Competencia comunicativa en educación superior: hacia una evaluación diagnóstica integral

2022

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Identidad profesional del educador social a partir de acciones formativas dialógicas con perspectiva intergeneracional

Reyes-Angona,

Saban Vera,

Sobrino Callejo

2024

epsir

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Introducción: Los datos de desempleo juvenil en España son especialmente graves en Educación Social, ampliándose la brecha entre la universidad y el desarrollo de la profesión. El objetivo de nuestro estudio es determinar el valor para la empleabilidad de un conversatorio realizado en una universidad española, una estrategia formativa basada en el diálogo intergeneracional de profesionales en activo, estudiantes, profesores e investigadores. Metodología: Se realizó un estudio exploratorio-etnográfico del evento, triangulando el análisis de los discursos orales de los participantes y la observación de su interacción. Resultados: El estudio, por una parte, caracteriza la identidad profesional actual del educador social, destacando el valor de sus habilidades blandas (aprender a aprender, colaborar y crear redes internacionales). Por otra parte, establece el alcance de esta pedagogía dialógica para la construcción social del conocimiento y el desarrollo de comunidad. Discusión: Este trabajo señala la necesidad de replantear la formación universitaria para fortalecer la transición entre el Grado y la profesión, desde una perspectiva humanista y de aprendizaje a lo largo de la vida. Conclusión: Este estudio define algunos elementos curriculares (habilidades blandas) y pedagógicos (educación dialógica) para diseñar programas de formación para la empleabilidad.

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Basic Skills in Higher Education: An Analysis of Attributed Importance

2022

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Today, the skills-based approach is increasingly in demand by companies due, in large part, to the fact that it favors the management of human resources by focusing on individual capabilities; which, finally, improves the job profile of a company. As a result, choosing the right candidates has become increasingly selective. Universities, therefore, need to teach skills to improve the incorporation of graduates into the workplace making it as successful as possible. For this reason, it is of special relevance to know if college students consider that the acquisition of skills is key for their incorporation into the workplace. The main objective of this study was to analyze and compare the importance assigned to the acquisition of basic skills in the university education of 694 students studying four different bachelor degrees: pedagogy, early childhood education, primary education, and psychology. For this purpose, a Likert-type questionnaire on basic skills was distributed with four possible options and the following five dimensions that grouped basic skills: organizational and planning capacity; access to information sources; analysis and synthesis of texts, situations, and people; teamwork; and problem solving. The results show that as a whole all students across different bachelor degrees gave a high score to the acquisition of basic skills, with early childhood education students giving it greater importance compared to the students from other disciplines and, more specifically, differences were observed in some dimensions depending on the bachelor degree that they have started.

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Discussion of competences at university level: review of the competency profile of social educators /Discusión de competencias en el ámbito universitario: revisión del perfil del educador social

Cited by 3 publications

References 6 publications

Competencia comunicativa en educación superior: hacia una evaluación diagnóstica integral

Competencia comunicativa en educación superior: hacia una evaluación diagnóstica integral

Identidad profesional del educador social a partir de acciones formativas dialógicas con perspectiva intergeneracional

Basic Skills in Higher Education: An Analysis of Attributed Importance

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