科研之友
微信
新浪微博
Facebook
分享链接
摘要
The social scene propelled the process of change of the European Higher Education according to the Bologna Declaration. The substantial core of the university reform is the reordering of priorities that has occurred in the teaching-learning process. Currently, priority is placed on the students and their learning rather than in teachers being in the core of the process. Consequently, this new model requires greater input from students in university life. In these circumstances, research on teachers from the point of view of students has the potential relevant to the understanding of academic performance. This paper presents a descriptive study conducted with 1388 participants from the Universidad Complutense of Madrid. For this study, we used the questionnaire CDUCA (Characteristics of University Teaching Quality from the point of view of Students) which collects student ratings of university faculty in nine dimensions: personal identity and planning; mediation of learning readiness to students, use of new technologies, guidance and control self-assessment own learning, experiential learning, academic proficiency in their area and critical thinking. The study results confirm the importance, perceived by the various agencies that regulate the EHEA, of promoting the articulation of new teaching skills in order to improve socio-personal skills and professional. Similarly, it was found that teachers are valued differently according to gender. Finally, the results confirm that students in first and second cycle were assessed differently according to the characteristics of quality teaching that show their teachers. Thus, as an example, undergraduate students are the ones that most positively value their teachers in relation to students in other academic levels.
- 出版日期2014
