Publication: Percepciones
del
profesorado
universitario
sobre
los
procesos
de
organización
y
tutorización
de
los
Trabajos
Fin
de
Grado
Authors
Jato Seijas, Elisa ; Cajide Val, José ; García Antelo, Beatriz ; Zamora Rodríguez, Elisa Teresa
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Publisher
Universidad de Murcia
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DOI
http://dx.doi.org/10.6018/reifop.21.3.332051
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info:eu-repo/semantics/article
Description
Abstract
El
proceso
de
incorporación
del
Trabajo
Fin
de
Grado
(TFG)
en
el
plan
de
estudios
de
las
diferentes
titulaciones
de
grado
ha
propiciado
el
desarrollo
de
mecanismos
organizativos
y
de
coordinación
que
permiten
operativizar
su
implementación.
A
su
vez,
ha
implicado
para
la
mayoría
del
profesorado
un
importante
esfuerzo
en
el
seguimiento
y
tutorización
del
trabajo
del
alumnado.
Este
artículo
tiene
por
objeto
explorar
la
percepción
del
profesorado
de
la
Universidad
de
Santiago
de
Compostela
(USC)
sobre
los
componentes
organizativos
de
la
materia
de
TFG
y
el
proceso
de
tutorización.
Para
ello,
se
ha
desarrollado
un
estudio
de
corte
descriptivo
tipo
encuesta,
haciendo
uso
de
un
cuestionario
elaborado
ad-‐hoc
y
aplicado
en
formato
on-‐line
al
conjunto
de
profesorado.
En
total,
han
participado
en
el
estudio
282
docentes
de
diferentes
titulaciones
y
áreas
de
conocimiento,
con
representación
de
todos
los
centros
de
la
USC.
Los
resultados
obtenidos
muestran
escenarios
diferenciados
en
función
de
las
áreas,
fundamentalmente
en
lo
referente
a
la
carga
docente,
el
grado
de
integración
del
TFG
en
el
marco
de
los
planes
de
estudio
y
su
proyección
hacia
el
desempeño
profesional.
The process of incorporating an undergraduate dissertation (TFG in Spanish) in the bachelor degrees’ curriculum has implied that several organisational and coordination mechanisms have been created in order to allow for it to be implemented. Moreover, it has meant a considerable effort for most university teachers in terms of supervising and monitoring students’ dissertations. This article aims to explore the teachers in the University of Santiago de Compostela’s perceptions of the organisational components of the undergraduate dissertation’s course as well as its supervision process. For this purpose, a qualitative survey study has been carried out, based on an ad-‐hoc on-‐line questionnaire targeting the entire teaching community. A total of 282 teachers across the various qualifications and knowledge areas covering all the USC centres answered the questionnaire. The results have revealed a variety of concerns affecting different areas, in particular those regarding the teaching workload, the extent to which the undergraduate dissertation is integrated in the curriculum and its relevance in the students’ future professional career.
The process of incorporating an undergraduate dissertation (TFG in Spanish) in the bachelor degrees’ curriculum has implied that several organisational and coordination mechanisms have been created in order to allow for it to be implemented. Moreover, it has meant a considerable effort for most university teachers in terms of supervising and monitoring students’ dissertations. This article aims to explore the teachers in the University of Santiago de Compostela’s perceptions of the organisational components of the undergraduate dissertation’s course as well as its supervision process. For this purpose, a qualitative survey study has been carried out, based on an ad-‐hoc on-‐line questionnaire targeting the entire teaching community. A total of 282 teachers across the various qualifications and knowledge areas covering all the USC centres answered the questionnaire. The results have revealed a variety of concerns affecting different areas, in particular those regarding the teaching workload, the extent to which the undergraduate dissertation is integrated in the curriculum and its relevance in the students’ future professional career.
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