SciELO - Scientific Electronic Library Online

 
vol.42 número3Tensiones docentes en el año del terremoto y tsunami de 2010 en ChileUso de las TIC en el hogar: Entre el entretenimiento y el aprendizaje informal índice de autoresíndice de materiabúsqueda de artículos
Home Pagelista alfabética de revistas  

Servicios Personalizados

Revista

Articulo

Indicadores

Links relacionados

  • En proceso de indezaciónCitado por Google
  • No hay articulos similaresSimilares en SciELO
  • En proceso de indezaciónSimilares en Google

Compartir


Estudios pedagógicos (Valdivia)

versión On-line ISSN 0718-0705

Resumen

MARTINEZ CLARES, Pilar; GONZALEZ MORGA, Natalia  y  GONZALEZ LORENTE, Cristina. Competences perception and improvement plans for consolidating degrees on education: the students' view. Estud. pedagóg. [online]. 2016, vol.42, n.3, pp.277-292. ISSN 0718-0705.  http://dx.doi.org/10.4067/S0718-07052016000400015.

This article is intended to assess the students' training of competences in the Faculty of Education at the University of Murcia. Additionally, it focused on the competences, which were considered as essential for their professional performance and also the alternatives proposed to improve their degree. This study involved 629 students of the Faculty of Education. To gather information an ad hoc questionnaire was designed. Results showed the relevance of key skills for professional practice given by the students. Furthermore, the significant differences between the development and command of these competences by the participants were emphasized in the results. In order to optimize a university system the students propose a variety of improvement proposals about the structure of the curriculum and teaching-learning process are suggested.

Palabras clave : European Higher Education Area; transversal and specific competences; Faculty of Education; improvement proposals.

        · resumen en Español     · texto en Español     · Español ( pdf )

 

Creative Commons License Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons