Evaluación de la calidad docente en una facultad de derecho.
The implementation of the European Higher Education Area (EHEA) highlights the existing reflection in society on the role and function of higher education institutions, and contributes to generating a change in the educational paradigm. From an approach where the focus is on teaching to another one...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | Spanish |
| Published: |
2018
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| Subjects: | |
| Online Access: | https://dialnet.unirioja.es/servlet/oaiart?codigo=6375462 |
| Source: | Revista de educación y derecho = Education and law review, ISSN 2013-584X, Nº. 17, 2018 |
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| Summary: |
The implementation of the European Higher Education Area (EHEA) highlights the existing
reflection in society on the role and function of higher education institutions, and contributes
to generating a change in the educational paradigm. From an approach where the focus is on
teaching to another one whose protagonist is the student's learning, with the teacher at its
service. In this context, teaching quality becomes a central element, whose improvement can
not rely exclusively on teachers’ individual will, and has to be developed at an institutional
level as well. This work is based on the idea that teaching quality assessment makes sense if it is integrated into a model of professional development, driven by the university project and mission. The participation of different centers in the design and application process, together with the consistency with the national and international requirements, is also considered essential. Under these premises, this article presents the framework and background of teaching quality assessment at the University of Deusto. Next, it describes the assessment model, with its two levels: planning (Label 1), through the learning guide; and implementation (Label 2), through the teaching portfolio. Finally, the development of the process and the results obtained in the case of the Faculty of Law are presented, to finish with the conclusions of the study. These conclusions point out the usefulness of the processes designed for the improvement and assessment of teaching quality (even recognizing a greater difficulty in the implementation of Label 2 versus Label 1), as well as the positive perception of the agents involved, due to its positive impact on elements such as planning, teacher reflection, collegiality or teacherstudent relationship. |
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