A Performance-Centred Competency-Based Approach to Quality University Teaching

Introduction. In order to encourage more flexible working environments and establish generators of sustainable development for participating countries through an educated society, various international organisations that intervene in the quality dimension within the framework of a systemic approach...

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Autores principales:	Magda Francisca Cejas Martínez, Derling Jose Mendoza Velazco, Mercedes Navarro Cejas, José Lenin Rogel Villacis, Yanet Marisol Ortega Freire
Formato:	article
Lenguaje:	RU
Publicado:	National Research Mordova State University 2019
Materias:	research educational quality higher education learning teacher formation competencyperformance Education L
Acceso en línea:	https://doaj.org/article/0b0a6dfda3004146a49febaf0e60c25a
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spelling	oai:doaj.org-article:0b0a6dfda3004146a49febaf0e60c25a2021-12-02T06:43:20ZA Performance-Centred Competency-Based Approach to Quality University Teaching10.15507/1991-9468.096.023.201903.350-3651991-94682308-1058https://doaj.org/article/0b0a6dfda3004146a49febaf0e60c25a2019-09-01T00:00:00Zhttp://edumag.mrsu.ru/index.php/en/articles-en/89-19-3/758-10-15507-1991-9468-093-023-201903-2https://doaj.org/toc/1991-9468https://doaj.org/toc/2308-1058Introduction. In order to encourage more flexible working environments and establish generators of sustainable development for participating countries through an educated society, various international organisations that intervene in the quality dimension within the framework of a systemic approach to Higher Education, including the World Bank, have made multiple efforts to establish various recognitions, certifications and credits pertaining to competency-based education. Materials and Methods. The research, featuring a study of theoretical-interpretative design, was based around the qualitative paradigm. Information was obtained by means of semi-structured interviews with 14 lecturers from different universities in the city of Quito in Ecuador. The data obtained were triangulated with a review of the literature carried out by the researchers. Results. The informants considered cognitive competencies to be the most relevant within the context of teacher formation. Research, planning and organisation skills were not established in importance due to university professionalisation. Additionally, the need to establish curricular changes in the Ecuadorian university pedagogy was confirmed. Discussion and Conclusion. After contrasting the opinions of university professors and formation theories, a theoretical reflection is presented in which the importance of unifying professional formation and investigative competencies is emphasised. This unification allows the quality of higher education centred around the teacher as the main actor to be increased.Magda Francisca Cejas MartínezDerling Jose Mendoza VelazcoMercedes Navarro CejasJosé Lenin Rogel VillacisYanet Marisol Ortega FreireNational Research Mordova State Universityarticleresearcheducational qualityhigher educationlearningteacher formationcompetencyperformanceEducationLRUИнтеграция образования, Vol 23, Iss 3, Pp 350-365 (2019)
institution	DOAJ
collection	DOAJ
language	RU
topic	research educational quality higher education learning teacher formation competencyperformance Education L
spellingShingle	research educational quality higher education learning teacher formation competencyperformance Education L Magda Francisca Cejas Martínez Derling Jose Mendoza Velazco Mercedes Navarro Cejas José Lenin Rogel Villacis Yanet Marisol Ortega Freire A Performance-Centred Competency-Based Approach to Quality University Teaching
description	Introduction. In order to encourage more flexible working environments and establish generators of sustainable development for participating countries through an educated society, various international organisations that intervene in the quality dimension within the framework of a systemic approach to Higher Education, including the World Bank, have made multiple efforts to establish various recognitions, certifications and credits pertaining to competency-based education. Materials and Methods. The research, featuring a study of theoretical-interpretative design, was based around the qualitative paradigm. Information was obtained by means of semi-structured interviews with 14 lecturers from different universities in the city of Quito in Ecuador. The data obtained were triangulated with a review of the literature carried out by the researchers. Results. The informants considered cognitive competencies to be the most relevant within the context of teacher formation. Research, planning and organisation skills were not established in importance due to university professionalisation. Additionally, the need to establish curricular changes in the Ecuadorian university pedagogy was confirmed. Discussion and Conclusion. After contrasting the opinions of university professors and formation theories, a theoretical reflection is presented in which the importance of unifying professional formation and investigative competencies is emphasised. This unification allows the quality of higher education centred around the teacher as the main actor to be increased.
format	article
author	Magda Francisca Cejas Martínez Derling Jose Mendoza Velazco Mercedes Navarro Cejas José Lenin Rogel Villacis Yanet Marisol Ortega Freire
author_facet	Magda Francisca Cejas Martínez Derling Jose Mendoza Velazco Mercedes Navarro Cejas José Lenin Rogel Villacis Yanet Marisol Ortega Freire
author_sort	Magda Francisca Cejas Martínez
title	A Performance-Centred Competency-Based Approach to Quality University Teaching
title_short	A Performance-Centred Competency-Based Approach to Quality University Teaching
title_full	A Performance-Centred Competency-Based Approach to Quality University Teaching
title_fullStr	A Performance-Centred Competency-Based Approach to Quality University Teaching
title_full_unstemmed	A Performance-Centred Competency-Based Approach to Quality University Teaching
title_sort	performance-centred competency-based approach to quality university teaching
publisher	National Research Mordova State University
publishDate	2019
url	https://doaj.org/article/0b0a6dfda3004146a49febaf0e60c25a
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A Performance-Centred Competency-Based Approach to Quality University Teaching

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