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Evaluación del diseño de las "guías Forcom de autoevaluación de competencias docentes" para el espacio europeo de educación superior (EEES)

 

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Opened Access Evaluación del diseño de las "guías Forcom de autoevaluación de competencias docentes" para el espacio europeo de educación superior (EEES)
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Título alternativo: The Forcom guides for self assessment teaching Competencies", In the european higuer education area (EHEA): Evaluating its design
Author: Álvarez Rojo, Víctor Benito
García García, Mercedes
Asensio-Muñoz, Inmaculada
Clares López, José
Gallego Noche, Beatriz
Del Frago Arbizu, Rakel
García Lupión, Beatriz
García Nieto, Narciso
Gil Flores, Javier
González González, Daniel
Guardia González, Soledad
Ibarra Saiz, Marisol
López Fuentes, Rafael
Maganto Mateo, Juana María
Rodríguez Gómez, Gregorio
Rodríguez-Santero, Javier
Romero Rodríguez, Soledad
Salmerón Vilchez, Purificación
Department: Universidad de Sevilla. Departamento de Métodos de Investigación y Diagnóstico en Educación
Date: 2009
Published in: Revista de Docencia Universitaria, 4
Document type: Article
Abstract: Este artículo presenta la validación empírica del diseño de un instrumento concebido para ayudar al profesorado universitario a evaluar sus propias competencias docentes dentro del marco de la convergencia europea: las Guías FORCOM de Autoevaluación...
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This paper presents some findings of an evaluation study conducted in five spanish universities on the design of a „FORCOM Guides for Self-Assessment Teaching Competencies‟. This device has been developed to help university teachers to cope with the teaching demands of EHEA. Data collected in a previous teaching needs‟ assessment were the grounds of the very first design of the guide. Sixteen senior university teachers - of any scientific area- had been demanded, firstly, implementing the Guide, and next, they had been required in order to look for their perceptions about: a) the ease and other aspects of practical management of the Guides („format evaluation‟), and b) the utility and suitability of its content to teachers‟ teaching needs („content evaluation‟). Data analysis points to: 1) the validity and utility of the created device, especially for helping well
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URI: http://hdl.handle.net/11441/28221

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