University professors in european higher education: Self-perception of teaching skills and orientations for pedagogical training

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Abstract

The changes that are occurring in universities have caused alterations in faculty functions, making necessary the definition of new profiles and the determination of the "current" and "needed" mastery of each established pedagogical skill. For this purpose, we carried out a descriptive study that combined quantitative and qualitative methodologies, and triangulated various techniques and sources of information. The article presents the results of professors' self-perceptions of their teaching skills, as well as comments on students' perceptions of those skills. The self-perception of the mastery of all skills revolves around the established theoretical means. Since the expressed need for skills always far surpasses self-perception, professors are aware of the need to improve their functions. The study's results are useful for establishing the skill profile of university professors, in order to orient training plans and establish referents in the protocols for professor accreditation, selection, and promotion.
Original languageEnglish
Pages (from-to)437-470
JournalRevista Mexicana de Investigacion Educativa
Volume21
Issue number69
Publication statusPublished - 1 Apr 2016

Keywords

  • European union
  • Skills
  • Teacher improvement
  • Teacher training
  • University teaching

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