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Formación por competencias en educación superior. Una aproximación conceptual a propósito del caso colombiano

Revista Iberoamericana de Educación, ISSN 1681-5653, Vol. 36, Nº. 9, 2005
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    ABSTRACT: RESUMEN El presente artículo intenta presentar de forma resumida los cambios que están aconteciendo en las universidades españolas con la puesta en marcha del Espacio Europeo de Educación Superior. La importancia de la formación por competencias precisa de una nueva concepción del papel que los docentes y alumnos asumen en el proceso formativo universitario. Esta nueva metodología docente no debe mantenerse al margen de la puesta en marcha de nuevas metodologías evaluativas, en las que el papel del alumno debe ser primordial como agente que debe diseñar su propio conocimiento, con la ayuda o guía de los profesores. Palabras clave: Evaluación por competencias, Educación superior ABSTACT This article attempts to present concisely the changes taking place in Spanish universities with the implementation of the European Higher Education Area. The importance of skills training that requires a new conception of the role that teachers and students play in the university educational process. This new teaching methodology should not stay out of the launch of new evaluative methodologies, in which the student's role as an agent must be paramount should design their own knowledge, with the help or guidance from teachers. Keywords: Competency assessment, Higher Education
    CONHISREMI, Revista Universitaria de Investigación y Dialogo Académico. 01/2011; 7(2):1-12.
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    ABSTRACT: This article describes the development and validation of an instrument to assess the self-perception of generic competencies in graduates of a private university in the city of Cali, Colombia. Initially, the common competences from 11 undergraduate careers were selected based on the review of academic programs, empirical and theoretical backgrounds. Then, competencies were defined to build the instrument, which was evaluated by 11 expert judges, in a process of content validation. The questionnaire was applied to 22 graduates of undergraduate programs in a pilot application. Subsequently, it was applied to a sample of 574 graduates of the 11 careers, obtaining a final instrument composed of 33 generic competencies. A Cronbach alpha coefficient of 0.912 was obtained and all 33 items were accepted.
    Diversitas: Perspectivas en Psicología. 06/2012; 8(1):101-121.

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