Impacto de la formación del profesorado universitario: Aspectos metodológicos y propuesta para futuras investigaciones

Ann Stes, Peter Van Petegem

Resumen

Este artículo presenta un resumen de cuatro investigaciones empíricas que afrontan la falta de evaluación sistemática de la formación del profesorado en la educación superior. Tres estudios examinan el impacto de la formación en los estilos de enseñanza de los educadores, las percepciones de los estudiantes acerca del comportamiento docente de aquellos, los enfoques de los alumnos y sus resultados de aprendizaje. Un cuarto estudio examina el impacto individual a largo plazo (en las concepciones de enseñanza del profesorado y el comportamiento docente), así como algunos aspectos del impacto institucional. Atendiendo a una evaluación crítica de los resultados y al diseño metodológico de los estudios, se sugieren vías para futuras investigaciones: las condiciones que favorecen el impacto, la triangulación de datos, el impacto a largo plazo y el impacto institucional.

Palabras clave

educación superior; formación docente; evaluación; impacto

Texto completo:

PDF (Español)

Referencias

Baldwin, T. T. y Ford, K. J. (1988). «Transfer of training: A review and directions for future research». Personnel Psychology, 41, 63-105.

Becher, T. (1989). Academic tribes and territories: Intellectual enquiry and the cultures of disciplines. Buckingham: Open University Press.

Biggs, J. B. (2003). Teaching for quality learning at university. Buckingham: Open University Press.

Biggs, J.; Kember, D. y Leung, D. Y. P. (2001). «The revised two-factor study process questionnaire: R-SPQ-2F». British Journal of Educational Psychology, 71, 133-149.

Clarke, D. y Hollingsworth, H. (2002). «Elaborating a model of teacher professional growth». Teaching and Teacher Education, 18, 947-967.

Creswell, J. W.; Clark, V.; Gutmann, M. y Hanson, W. (2003). «Advanced mixed methods research designs». En: Tashakkori, A. y Teddlie, C. (eds.). Handbook of mixed methods in social & behavioural research. Thousand Oaks: Sage, 209-240.

Entwistle, N. J. (1998). «Improving teaching through research on student learning». En: Forest, J. J. F. (ed.). University teaching: International perspectives. Nueva York: Garland, 73-112.

— (2005). «Enhancing teaching-learning environments in undergraduate courses in electronic engineering: an introduction to the ETL project». International Journal of Electrical Engineering Education, 42, 1-7.

Erzberger, C. y Kelle, U. (2003). «Making inferences in mixed methods: The rules of integration». En: Tashakkori, A. y Teddlie, C. (eds.). Handbook of mixed methods in social & behavioural research. Thousand Oaks: Sage, 457-488.

Fishman, B. J.; Marx, R. W.; Best, S. y Tal, R. T. (2003). «Linking teacher and student learning to improve professional development in systemic reform». Teaching and Teacher Education, 19, 643-658.

Fullan, M. G. y Stiegelbauer, S. (1991). The new meaning of educational change. Nueva York: Teachers College.

Gibbs, G. y Coffey, M. (2004). «The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students». Active Learning in Higher Education, 5, 87-100.

Knol, M. (2013). Improving University Lectures with Feedback and Consultation. Ámsterdam: Ipskamp Drukkers.

Lea, S. J.; Stephenson, D. y Troy, J. (2003). «Higher education students’ attitudes toward student-centred learning: Beyond “educational bulimia”?». Studies in Higher Education, 28 (3), 321-334.

Lindblom-Ylänne, S.; Trigwell, K.; Nevgi, A. y Ashwin, P. (2006). «How approaches to teaching are affected by discipline and teaching context». Studies in Higher Education, 31, 285-298.

Marton, F.; Hounsell, F. y Entwistle, N. (eds.) (1997). The experience of learning: Implications for teaching and studying in higher education. Edimburgo: Scottish Academic Press.

Miles, M. B. y Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Londres: Sage.

Murray, K. y McDonald, R. (1997). «The disjunction between lecturers’ conceptions of teaching and their claimed educational practice». Higher Education, 33, 331-349.

Nevgi, A.; Postareff, L. y Lindblom-Ylänne, S. (2004). «The effect of discipline on motivational and self-efficacy beliefs and on approaches to teaching of Finnish and English university teachers». Estudio presentado en la EARLI SIG Higher Education Conference, 18-21 de junio, Estocolmo, Suecia.

Norton, L.; Richardson, J. T. E.; Hartley, J.; Newstead, S. y Mayes, J. (2005). «Teachers’ beliefs and intentions concerning teaching in higher education». Higher Education, 50, 537-571.

Nurrenbern, S. C.; Mickiewicz, J. A. y Francisco, J. S. (1999).«The impact of continuous instructional development on graduate and undergraduate students». Journal of Chemical Education, 76 (1), 114-119.

Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park: Sage.

Penuel, W. R.; Fishman, B. J.; Yamaguchi, R. y Gallagher, L. P. (2007). «What makes professional development effective?: Strategies that foster curriculum implementation». American Educational Research Journal, 44, 921-958.

Postareff, L.; Katajavuori, N.; Lindblom-Ylänne, S. y Trigwell, K. (2008a). «Consonance and dissonance in descriptions of teaching of university teachers». Studies in Higher Education, 33 (1), 49-61.

Postareff, L.; Lindblom-Ylänne, S. y Nevgi, A. (2007). «The effect of pedagogical training on teaching in higher education». Teaching and Teacher Education, 23, 557-571.

— (2008b). «A follow-up study of the effect of pedagogical training on teaching in higher education». Higher Education, 56 (1), 29-43.

Prosser, M. y Trigwell, K. (1999). Understanding learning and teaching: The experience in higher education. Buckingham: Open University Press.

Ramsden, P. (1997). «The context of learning in academic departments». En: Marton, F.; Hounsell, D. J. y Entwistle, N. J. (eds.). The experience of learning. 2.ª ed. Edimburgo: Scottish Academic Press, 198-216.

Richardson, J. T. E. (2006). «Investigating the relationship between variations in students’ perceptions of their academic environment and variations in study behaviour in distance education». British Journal of Educational Psychology, 76, 867- 893.

Rust, C. (1998). «The impact of educational development workshops on teachers’ practice». International Journal for Academic Development, 3 (1), 72-81.

Shadish, W. R.; Cook, T. D. y Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston, Mass.: Houghton Mifflin.

Shuell, T. J. (1988). «The role of the student in learning from instruction». Contemporary Educational Psychology, 13, 276-295.

Stepp-Greany, J. (2004). «Collaborative teaching in an intensive Spanish course: A professional development experience for teaching assistants». Foreign Language Annals, 37, 417-426.

Stes, A.; Clement, M. y Nelissen, C. (2002). Educational innovation and faculty’s professional development: A two-way link. Estudio presentado en el International Consortium for Educational Development Conference. University of Perth, Australia.

Stes, A.; Clement, M. y Van Petegem, P. (2007). «The effectiveness of a faculty training program: Long term and institutional impact». The International Journal of Academic Development, 12 (2), 99-109.

Stes, A.; Coertjens, L. y Van Petegem, P. (2010b). «Instructional development for teachers in higher education: Impact on teaching approach». Higher Education, 60 (2), 187-204.

— (2013a). «Instructional development in higher education: Impact on teachers’ teaching behaviour as perceived by students». Instructional Science [en línea], 41 (6), 1103-1126. http://dx.doi.org/doi:10.1007/s11251-013-9267-4.

Stes, A.; De Maeyer, S.; Gijbels, D. y Van Petegem, P. (2012a). «Instructional development for teachers in higher education: Effects on students’ learning outcomes». Teaching in Higher Education, 17 (3), 295-308.

— (2012b). «Instructional development for teachers in higher education: Effects on students’ perceptions of the teaching-learning environment». British Journal of Educational Psychology, 82 (3), 398-419.

— (2013b). «Effects of teachers’ instructional development on students’ study approaches in higher education». Studies in Higher Education, 38 (1), 2-19.

Stes, A.; De Maeyer, S. y Van Petegem, P. (2010c). «Approaches to teaching in higher education: Validation of a Dutch version of the Approaches to Teaching Inventory». Learning Environments Research, 13, 59-73.

— (2013c). «Examining the cross-cultural sensitivity of the revised two-factor study process questionnaire (R-SPQ-2F) and validation of a Dutch version». PLoS ONE, 8 (1), e54099.

Stes, A.; Gijbels, D. y Van Petegem, P. (2008). «Student-focused approaches to teaching in relation to context and teacher characteristics». Higher Education, 55 (3), 255-267.

Stes, A.; Min-Leliveld, M.; Gijbels, D. y Van Petegem, P. (2010a). «The impact of instructional development in higher education: The state-of-the-art of the research». Educational Research Review, 5 (1), 25-49.

Taylor, L. y Rege Colet, N. (2010). «Making the shift from faculty development to educational development: A conceptual framework grounded in practice». En: Saroyan, A. y Frenay, M. (eds.). Building teaching capacities in universities: From faculty development to educational development. Sterling, VA: Stylus Publishing, 139-167.

Trigwell, K. y Prosser, M. (1996). «Congruence between intention and strategy in science teachers’ approach to teaching». Higher Education, 32, 77-87.

Weitzman, E. y Miles, M. B. (1994). Computer programs for qualitative data analysis. Thousand Oaks, CA: Sage.

Métricas de artículo

Cargando métricas ...


Copyright (c) 2015 Ann Stes, Peter Van Petegem
ISSN 2014-8801 (digital) ISSN 0211-819X (paper)
Licencia Creative Commons
Educar está distribuido bajo una Licencia Creative Commons Atribución-noComercial 4.0 Internacional.