The Quality of Postgraduate in Law in Mexico: Case UABC

García, Yolanda Sosa y Silva; Martínez, María Salomé Magaña; Cebreros, Jesús Rodríguez

doi:10.17265/1548-6605/2018.02.005

Cited by 1 publication

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“…Among these studies we find papers on the taxonomies of competencies, in some cases with special emphasis on transversal and / or generic competencies (Albarrán Villalba, 2018;Alpizar Muní, 2008;Salcines, González-Fernández, Ramírez-García, & Martínez-Mínguez, 2018). Others place special emphasis on the specific competencies of various degrees (Biesma et al, 2008;Sosa and Silva García, Magaña Martínez, Rodríguez Cebreros;& Jiménez López, 2018), or on the teaching of these and their associated teaching practices (Buckingham Shum & Crick, 2016;Cuellar, Muñoz Montenegro, & Pedraza Hurtado, 2018;Monterroso, Baile, & Pérez, 2015;Pulham & Graham, 2018;Robinson, 2018;Sadler, Foulk, & Friedrichsen, 2017;Villardón-Gallego , 2015;Wiek et al, 2015). Whilst others study their assessment in the context of university curricula (Bergsmann, Schultes, Winter, Schobe, & Spiel, 2015 Nurius, Coffey, Fong, Korr, & McRoy (2017).…”

Section: Competencies Content and The Development Of The Training Prmentioning

confidence: 99%

Attribution of value, teaching and assessment in the perception of the performance of specific competencies of undergraduates studying social work

Martínez

Rosa

et al. 2020

PSYE

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This paper addresses an issue of concern with regards to the teaching of competencies within the context of undergraduate university studies, in this case, in the field of social work. In it, we question if the basic curricular processes of the explicit instructional, teaching and assessment system regarding specific competencies of professional social work are effective in promoting, improving or training in the performance of these specific competencies, or if, on the hand, they are axiological in nature and can better explain the performance of specific competencies by undergraduate students studying social work. A survey method has been followed. Data were analyzed using a two-step multiple lineal regression analysis with bootstrapping based on 5,000 resamples. The results suggest that the subjective assessment of the competencies by undergraduate students of social work could affect the relationship between the perception of teaching and evaluation of competencies and the subjective level of their own competency in them. These results provoke an inescapable reflection on the validity of pedagogical practices for promoting the self-assessed performance of the specific competencies of social work by future professional practitioners, opening the door to a reflection on the ways of influencing the competency performance of the current teaching and evaluation processes in higher education.

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