Las competencias generales y transversales del Grado en Logopedia desde la perspectiva del alumno

Sánchez, Manuel Rodríguez; Rodríguez, Pilar Revilla

doi:10.6018/j/253241

Cited by 8 publications

(8 citation statements)

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“…Mientras que el profesorado participante en esta investigación considera que la competencia "implicación del alumnado en su aprendizaje y en la vida del centro" se trabaja en el aula, la perspectiva del alumnado en otros estudios es contradictoria, al considerar que no poseen la habilidad de regular su propio aprendizaje (Rodríguez & Revilla, 2016). Por tanto, habría que contrastar la opinión de los docentes con las de sus propios alumnos para comprobar estos extremos.…”

Section: Discusión De Los Resultados Y Conclusionesunclassified

Las Competencias Docentes Genéricas en los Grados de Educación. Visión del Profesorado Universitario

2018

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RESUMEN El enfoque competencial en Educación Superior, promovido a partir del proceso de convergencia europea, ha adquirido una gran importancia y relevancia en los procesos formativos actuales. Este trabajo trata de identificar las competencias genéricas que se están implementando en las aulas universitarias y su grado de desarrollo, analizando las diferencias existentes en función de las características de los docentes. Para dar respuesta al objetivo planteado, 351 docentes universitarios españoles han cumplimentado un cuestionario como técnica cuantitativa para la recogida de datos. Los principales resultados de la investigación reflejan que se promueve el desarrollo de la mayor parte de las competencias genéricas en las aulas, siendo la relacionada con la gestión y los vínculos con el contexto social las menos desarrolladas. Cabe destacar la formación permanente del profesorado como factor determinante en la promoción de dichas competencias. Palabras claves: enfoque competencial, futuros docentes, competencias docente genéricas, profesorado universitario ABSTRACT The competence approach in higher education, promoted through the process of European convergence, has acquired great importance and relevance in current teacher training processes. This work aims to identify the generic teaching competences that are being implemented in university classrooms and their degree of development, analyzing the existing differences according to the characteristics of university professors. To achieve the proposed objective, 351 Spanish university professors were given a questionnaire as a quantitative technique for collecting data. The main results of the study reveal that the development of most generic teaching competences was being promoted in the classroom. However, those competences related to management and the social context were the least developed. It is worth highlighting the continuing education of university professors was a determining factor in the promotion of said competences.

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Section: Discusión De Los Resultados Y Conclusionesunclassified

Las Competencias Docentes Genéricas en los Grados de Educación. Visión del Profesorado Universitario

2018

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“…La percepción que los estudiantes tienen de las competencias adquiridas ha sido objeto de numerosos estudios en diferentes universidades y titulaciones (Cebriá et al, 2009;De la Iglesia, 2012;Montoro-Sánchez et al, 2012;Rodríguez & Revilla, 2016;Romero et al, 2011). En la mayoría de los anteriores estudios se compara la importancia que los estudiantes atribuyen a diferentes tipos de competencias y el grado en que manifiestan haberlas conseguido.…”

Section: Conclusionesunclassified

Estudio preliminar de las percepciones de los estudiantes del Grado de Maestro de Primaria sobre el desarrollo de sus competencias profesionales

López

Rosas

2019

EPAA

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This study, an analysis of the specific skills acquired through the primary education degree, was carried out at one of the University of Granada’s faculties offering this degree. This work reviewed the teaching guides of curriculum subjects to check the skills intended to be acquired from them. Subsequently, Student opinions of the faculties of education, economics and technology in Ceuta was collected to determine to what extent the students perceive having acquired these skills. The sample consists of 105 students in different stages of the degree. The results obtained show an acceptable level of skills acquired, and at the same time, the existence of certain training deficiencies. The authors conclude it is advisable to extend the study to other faculties of the University of Granada to determine whether the educational deficiencies affect the design of the degree.

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“…In an increasingly complex and constantly changing world, it is essential that training in media and audiovisual skills has a vision of the future that offers a humanistic education. This will enable citizens to acquire the competencies and skills necessary to function effectively in their social and professional environment, thus contributing to the development of a more informed, critical and participatory society [33]. The aim is to achieve "a critical and reflective attitude, based on the participation and interrelation of citizens" [34] (p. 38).…”

Section: Introductionmentioning

confidence: 99%

Audiovisual Competences in Times of COVID-19: The Role of Educational Actors in Media and Digital Learning of Adolescents

et al. 2023

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This research arises from the need to know the elements that have an impact on the audiovisual competencies of adolescents during the confinements provoked to prevent the spread of COVID-19. The purpose is to diagnose the development of audiovisual communication skills among Ecuadorian adolescents as a contribution to sustainability, based on the intervention of educational actors. The methodology is qualitative, with a descriptive approach. The instruments used were: focus groups with parents, students, and teachers from public and private institutions in Ecuador; semi-structured interviews with experts: and non-participant observation. It can be concluded that adolescents acquire audiovisual skills, processes, and languages autonomously before entering college, but they do so without the social context, ethical values and responsibilities that should be part of complete media learning. The demands of online learning during the pandemic have resulted in the development of skills and attitudes, but they have not led to full media literacy. It is pertinent to provoke innovations and updates in the curricula of higher education, specifically in the careers of social communication, in order to be aware of the technological changes on the basis of deontological principles and in favour of democratic values, tolerance, and responsibility with the sustainability of nature and people.

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Las competencias generales y transversales del Grado en Logopedia desde la perspectiva del alumno

Cited by 8 publications

References 0 publications

Las Competencias Docentes Genéricas en los Grados de Educación. Visión del Profesorado Universitario

Las Competencias Docentes Genéricas en los Grados de Educación. Visión del Profesorado Universitario

Estudio preliminar de las percepciones de los estudiantes del Grado de Maestro de Primaria sobre el desarrollo de sus competencias profesionales

Audiovisual Competences in Times of COVID-19: The Role of Educational Actors in Media and Digital Learning of Adolescents

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