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- W2943162991 abstract "espanolEl presente estudio pretende realizar una revision de los programas de formacion docente llevados a cabo en las 50 universidades publicas espanolas, mediante un analisis documental de fuentes. El objetivo principal es conocer las caracteristicas de los diferentes programas formativos desarrollados, asi como sus fortalezas y debilidades, con la finalidad de ofrecer una panoramica sobre la situacion en esta area a nivel espanol. Los resultados extraidos, analizados a partir de un sistema de categorias “ad hoc”, apuntan a la existencia de tres grandes tipos de programas: programas de noveles, cursos especificos y programas o titulos de formacion en docencia universitaria. A su vez, cada uno de los programas esta determinado por su duracion, destinatarios y estrategias formativas. Las conclusiones mas relevantes recogen la existencia mayoritaria de cursos especificos cortos sobre competencias o ejes docentes aislados sobre programas noveles o programas de formacion en docencia universitaria, que se desarrollan en menor medida y no en todas las universidades. Este ultimo resultado sugiere la necesidad de desarrollar, al menos, un programa formativo de larga duracion en cada universidad, que centre sus estrategias formativas en la reflexion y mejora de la practica de aula y que permita mejorar la docencia tanto al profesorado novel como al profesorado experimentado EnglishThis study aims to carry out a review of the teacher training programmes carried out in the 50 Spanish public universities, by means of a documentary analysis of sources. The main objective is to know the characteristics of the different training programs developed, as well as their strengths and weaknesses, in order to provide an overview of the situation in this area at the Spanish level. The results obtained, analyzed from a system of ad hoc categories, point to the existence of three main types of programmes: novice programmes, specific courses and university teaching programmes or qualifications. In turn, each of the programmes is determined by its duration, target groups and training strategies. The most relevant conclusions include the existence of specific short courses on competencies or isolated teaching axes on novice programs or training programs in university teaching, which are developed to a lesser extent and not in all universities. This last result suggests the need to develop at least one long-term training programme in each university, which focuses its training strategies on reflection and improvement of classroom practice and which allows both new and experienced teachers to improve teaching" @default.
- W2943162991 created "2019-05-09" @default.
- W2943162991 creator A5030543713 @default.
- W2943162991 date "2019-01-01" @default.
- W2943162991 modified "2023-10-02" @default.
- W2943162991 title "Programas de Formación Docente en Educación Superior en el contexto español" @default.
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- W2943162991 doi "https://doi.org/10.12795/ie.2019.i97.01" @default.
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