Teaching skills: Gap between theory and perceptions in the Autonomous University of Chihuahua
Abstract
Higher education must undergo a significant transformation in teaching-learning processes due to a radical change in the environment in which they work. This new context requires substantial changes in all associated aspects, particularly by professors. That is why a gap analysis was undertaken, in order to contrast differences between importance and level of development of academic competencies in professors of the Autonomous University of Chihuahua (UACH). An online survey was applied to 372 collaborators where six factors that grouped the domains of teaching competencies, established by the UACH, were evaluated as a desirable profile. A quantitative-descriptive analysis of means and conglomerates was performed, which showed that, according to the groupings thrown by the statistical analysis, the evaluations regarding the importance and development of the teaching competences are polarized when considering the antiquity of the teachers. Those with the greatest seniority consistently assess the importance and performance achieved in a lower way, compared to those with under 15 years of experience as teachers. Likewise, it’s evident that it is necessary to rethink professors’ participation regarding several of the competences, such as research processes, students tutoring, and evaluation of the development of competences. It is necessary as well to consider how Seniority affects the evaluation of the perceptions made, regarding their importance and level of performance, considering that with a simple perception survey it is not possible to adopt measures that optimize the curricular model implemented by the institution.
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