Estudio acerca de las opiniones del profesorado universitario en la Región de Murcia sobre la formación de métodos activos

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH
David Jiménez Hernández, Patricia Sancho Requena, Sergio Sánchez Fuentes
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引用次数: 1

Abstract

The training of university professors is the principal way to change and to improve the education in the framework of the European Higher Education Area (EHEA). However, there are several factors that can impede their training and, therefore, their impact on students and society. In this sense, this paper describes that possible difficulties may arise regarding variables such as: years of teaching experience, age, gender, area of knowledge in which they teach, professional figure or university training received. For this, an ad hoc questionnaire was developed that was applied to 501 university professors. The results showed how the lack of time and nearby training offers are the main impediments to better training. Despite having been a teacher for a short time or preferring another type of training, they also showed significance within the variables studied. In this way, the authors of this work conclude that incentives should be expanded so that teachers are motivated in order to improve their teaching quality through new active methodologies, in addition to establishing solid plans in the offer of academic training of the universities.
穆尔西亚地区大学教师对积极方法培训的看法研究
在欧洲高等教育区(EHEA)框架内,大学教授的培训是改变和改善教育的主要途径。然而,有几个因素会阻碍他们的训练,从而影响他们对学生和社会的影响。从这个意义上讲,本文描述了可能出现的困难,如:教学经验的年数,年龄,性别,他们所教的知识领域,专业人士或接受的大学培训。为此,以501名大学教授为对象进行了问卷调查。结果显示,缺乏时间和附近的培训机会是更好的培训的主要障碍。尽管他们当老师的时间不长,或者更喜欢其他类型的培训,但他们在研究的变量中也显示出显著性。通过这种方式,本工作的作者得出结论,除了在大学提供学术培训方面建立坚实的计划外,还应扩大激励措施,以激励教师通过新的积极方法提高教学质量。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.30
自引率
12.50%
发文量
37
审稿时长
20 weeks
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