A preliminary study of teachers’ perception of core competencies for undergraduate students

IF 1.7 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH Psicologia Educativa Pub Date : 2015-06-01 DOI:10.1016/j.pse.2015.02.001

Fuensanta Hernández-Pina, Fuensanta Monroy

{"title":"A preliminary study of teachers’ perception of core competencies for undergraduate students","authors":"Fuensanta Hernández-Pina, Fuensanta Monroy","doi":"10.1016/j.pse.2015.02.001","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><p>The study reported in this paper analysed how tertiary teachers assessed a number of competencies, such as information search and communication, organization, and analysis, and decision making among others, every undergraduate student is expected to learn during his/her university studies.</p></div><div><h3>Method</h3><p>Trigwell and Prosser's (2004) Approaches to Teaching Inventory (ATI) was administered to first-year lecturers along with a list of core competencies.</p></div><div><h3>Results</h3><p>Analyses showed that opinions as to which competencies are highly essential for students varied in terms of teachers’ approach to teaching, sex, and branch of knowledge. Most participants, however, assessed “Communication skills”, “Time management”, “Critical thinking”, and “Application of knowledge” as the most important competencies for students.</p></div><div><h3>Conclusions</h3><p>Preliminary results provide an insight into which competencies are regarded as most necessary for students and may guide universities as they prepare for the evaluation and accreditation process they are soon to face upon implementation of programmes.</p></div>","PeriodicalId":45361,"journal":{"name":"Psicologia Educativa","volume":"21 1","pages":"Pages 11-16"},"PeriodicalIF":1.7000,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.pse.2015.02.001","citationCount":"6","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psicologia Educativa","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S1135755X15000020","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 6

Abstract

Background

The study reported in this paper analysed how tertiary teachers assessed a number of competencies, such as information search and communication, organization, and analysis, and decision making among others, every undergraduate student is expected to learn during his/her university studies.

Method

Trigwell and Prosser's (2004) Approaches to Teaching Inventory (ATI) was administered to first-year lecturers along with a list of core competencies.

Results

Analyses showed that opinions as to which competencies are highly essential for students varied in terms of teachers’ approach to teaching, sex, and branch of knowledge. Most participants, however, assessed “Communication skills”, “Time management”, “Critical thinking”, and “Application of knowledge” as the most important competencies for students.

Conclusions

Preliminary results provide an insight into which competencies are regarded as most necessary for students and may guide universities as they prepare for the evaluation and accreditation process they are soon to face upon implementation of programmes.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

教师对大学生核心能力感知的初步研究

本研究分析了高等教育教师如何评估大学生在大学学习过程中需要学习的能力，如信息搜索与沟通、组织与分析、决策等。方法trigwell和Prosser(2004)的教学量表方法(ATI)与核心能力清单一起对一年级讲师进行了管理。结果分析显示，教师对哪些能力对学生至关重要的看法因教师的教学方法、性别和知识分支而异。然而，大多数参与者认为“沟通技巧”、“时间管理”、“批判性思维”和“知识应用”是学生最重要的能力。初步结果提供了一个洞察哪些能力被认为是最必要的学生，并可能指导大学，因为他们准备评估和认证过程中，他们很快将面临的实施方案。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Psicologia Educativa Multiple-

CiteScore

3.50

自引率

0.00%

发文量

审稿时长

29 weeks

期刊介绍： La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.