Publication: Demandas del profesorado universitario sobre su formación docente
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Date
2003
Authors
Aciego de Mendoza Lugo, Ramón ; Martín Cabrera, Eduarto ; García Afonso, Lorena
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Se analiza la opinión de 165 profesores universitarios
sobre la necesidad de formación docente, su disponibili
dad a implicarse y cómo debe planificarse. Se categori
zan las respuestas y se realizan análisis de frecuencia y
pruebas «Chi cuadrado». La demanda de contenidos con
templa desde temas como la función social de la universi
dad y el rol del profesorado, a temas como el uso didác
tico de las nuevas tecnologías, estrategias de motivación,
estrategias interactivas, didácticas especificas, etc. La pro
puesta metodológica mayoritaria es: combinación de dife
rentes metodologías, seminarios de no más de 30 horas,
espaciadas en 1 ó 2 sesiones semanales y en horario de
tarde. Asimismo, se confirma la hipótesis de que existen
diferencias en la demanda de formación docente en
función del ámbito disciplinar.
An analysis is made of the opinions of 165 university lecturers with regard to the need for teacher training, their availability to participate and how it should be planned. The responses are categorized and frequency analysis and Chi squared tests are con ducted. The requirements of the contents range from areas such as the social function of the university and the role of the teaching staff to areas such as the use of new techno logies in teaching, motivation strategies, interactive strategies and specific methodolo gies. The leading proposal for the methodology to be used is: a combination of different methodologies in one or two afternoon seminars a week and with a total duration of no longer than 30 hours. The hypothesis that there are differences in the teacher training requirements depending on the subject area is also confirmed.
An analysis is made of the opinions of 165 university lecturers with regard to the need for teacher training, their availability to participate and how it should be planned. The responses are categorized and frequency analysis and Chi squared tests are con ducted. The requirements of the contents range from areas such as the social function of the university and the role of the teaching staff to areas such as the use of new techno logies in teaching, motivation strategies, interactive strategies and specific methodolo gies. The leading proposal for the methodology to be used is: a combination of different methodologies in one or two afternoon seminars a week and with a total duration of no longer than 30 hours. The hypothesis that there are differences in the teacher training requirements depending on the subject area is also confirmed.
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Citation
Revista interuniversitaria de formación del profesorado, V. 17(2), N. 47, 2003
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