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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| Format: | Article |
| Language: | Spanish |
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2018
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| 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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Revista de educación y derecho = Education and law review, ISSN 2013-584X, Nº. 17, 2018
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Spanish
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competencias docentes
innovación docente Higher education teaching quality quality assessment teacher competencies educational innovation Educación superior calidad docente evaluación de calidad |
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competencias docentes
innovación docente Higher education teaching quality quality assessment teacher competencies educational innovation Educación superior calidad docente evaluación de calidad Aláez Martínez, María Angeles García Olalla, Ana María García Feijoo, María Eizaguirre, Almudena Evaluación de la calidad docente en una facultad de derecho. |
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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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| format |
Article
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| author |
Aláez Martínez, María Angeles
García Olalla, Ana María García Feijoo, María Eizaguirre, Almudena |
| author_facet |
Aláez Martínez, María Angeles
García Olalla, Ana María García Feijoo, María Eizaguirre, Almudena |
| author_sort |
Aláez Martínez, María Angeles
|
| title |
Evaluación de la calidad docente en una facultad de derecho.
|
| title_short |
Evaluación de la calidad docente en una facultad de derecho.
|
| title_full |
Evaluación de la calidad docente en una facultad de derecho.
|
| title_fullStr |
Evaluación de la calidad docente en una facultad de derecho.
|
| title_full_unstemmed |
Evaluación de la calidad docente en una facultad de derecho.
|
| title_sort |
evaluación de la calidad docente en una facultad de derecho.
|
| publishDate |
2018
|
| url |
https://dialnet.unirioja.es/servlet/oaiart?codigo=6375462
|
| _version_ |
1709747176424341504
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| spelling |
dialnet-ar-18-ART00012597592019-10-30Evaluación de la calidad docente en una facultad de derecho.Aláez Martínez, María AngelesGarcía Olalla, Ana MaríaGarcía Feijoo, MaríaEizaguirre, Almudenacompetencias docentesinnovación docenteHigher educationteaching qualityquality assessmentteacher competencieseducational innovationEducación superiorcalidad docenteevaluación de calidadThe 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.La puesta en marcha del Espacio Europeo de Educación Superior (EEES) pone de manifiesto la reflexión ya existente en la sociedad sobre el papel y función de las instituciones de educación superior, y contribuye a generar un cambio de paradigma educativo. El hasta entonces enfoque centrado en la enseñanza cede paso a un enfoque cuyo protagonista es el aprendizaje del estudiante, al servicio del cual se pone el docente. En ese contexto, la calidad docente se convierte en un elemento central, cuya mejora no puede depender exclusivamente de la voluntad individual del profesorado, sino que ha de trabajarse también a nivel institucional. Este trabajo se basa en la idea de que la evaluación de la calidad docente tiene sentido si se integra en un modelo de desarrollo profesional docente, que a su vez se oriente al logro del proyecto universitario. La participación de diferentes centros en el proceso de diseño y aplicación del modelo, junto con la coherencia con las exigencias del marco nacional e internacional en el que la institución opera, también se considera esencial. Bajo estas premisas, este artículo comienza presentando el marco y antecedentes de la acreditación de la calidad docente en la Universidad de Deusto. A continuación, se describe el modelo propio de evaluación acreditativa, en sus dos niveles: planificación (Label 1), a través de la guía de aprendizaje; y puesta en práctica (Label 2), a través del portafolio docente. Por último, se relata el desarrollo del proceso y resultados obtenidos en el caso de la Facultad de Derecho, para terminar con las conclusiones del estudio. Estas conclusiones ponen de manifiesto la utilidad de los procesos diseñados para la mejora y evaluación de la calidad docente (aun reconociéndose una dificultad mayor en la implantación del Label 2 frente al Label 1), así como la percepción positiva de los agentes implicados y afectados por los mismos, por su impacto positivo en elementos como la planificación docente, la reflexión del profesorado, la colegialidad o la relación docente-estudiante.2018text (article)application/pdfhttps://dialnet.unirioja.es/servlet/oaiart?codigo=6375462(Revista) ISSN 2013-584XRevista de educación y derecho = Education and law review, ISSN 2013-584X, Nº. 17, 2018spaLICENCIA DE USO: Los documentos a texto completo incluidos en Dialnet son de acceso libre y propiedad de sus autores y/o editores. Por tanto, cualquier acto de reproducción, distribución, comunicación pública y/o transformación total o parcial requiere el consentimiento expreso y escrito de aquéllos. 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