Ingeniería de las competencias
01 Jan 2001-
About: The article was published on 2001-01-01 and is currently open access. It has received 243 citations till now.
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01 Jan 2003
TL;DR: In this article, the authors present the reversal theory as an example of a theory for emotional education, which is an educational innovation which has as an objective to answer to the social needs not attended into ordinary education.
Abstract: Emotional education is an educational innovation which has as an objective to answer to the social needs not attended into ordinary education. The foundations of emotional education can multiple intelligence theory, emotional intelligence, flow, progressive education movement, psychological education, health education, social skills, subjective well-being, etc. As an example of theory we present the reversal theory. The objective of emotiona education is the development of emotional competence: emotional conscience, emotional regulation, selfmanagement, interpersonal intelligence, life skills and subjective well-being. The practice of emotional education implies the design of programs based on a theory, with the training of the teachers who will implement them; we need curricular materials to support the teacher task; to evaluate the programs we need instruments and strategies, etc. This article is the result of the work of the GROP (Grupo de Recerca en Orientacio Psicopedagogica) of the Department MIDE of the University of Barcelona.
336 citations
01 Dec 2008
TL;DR: In el marco del Espacio Europeo de Educación Superior (EEES), el presente articulo plantea la necesidad de generar un cambio en los procesos evaluativos, and no solo en los disenos o en las propuestas metodologicas, para favorecer el desarrollo de las competencias especificas y transversales de cada titulacion.
Abstract: En el marco del Espacio Europeo de Educacion Superior (EEES), el presente articulo plantea la necesidad de generar un cambio en los procesos evaluativos, y no solo en los disenos o en las propuestas metodologicas, para favorecer el desarrollo de las competencias especificas y transversales de cada titulacion. Para ello se parte de la conceptualizacion de las competencias, se analizan las implicaciones que este nuevo enfoque genera sobre el trabajo del profesorado en general y sobre la docencia en particular y se senalan las caracteristicas que debiera tener una evaluacion de los aprendizajes por competencias.
256 citations
01 Jan 2009
TL;DR: In this paper, the basic components of competence based training are described and analysed, and an evaluation, recognition and accreditation process is described, which may or may not lead to some form of certification.
Abstract: The starting point for this research is an overview of 21st century society. Mobility has imposed itself as a culture in its own right, and the teacher is now expected to “know”, “to know how to”, “to know how to be” and “to know how to be there”. As has been repeatedly shown by a long and extensive body of research which has its inspiration in the Delors report (1996), this new vision of education obliges us to overcome the purely instrumental view, where education is seen as the necessary route for obtaining given results (practical experience, skill acquisition, economic objectives, etc), and move on to consider the role of education in the fullest sense; the realisation of the person, enabling the individual to become everything he or she wants to be. Competence development based on training programmes requires changes in teaching strategies, in curricular approaches and in the traditional roles assigned to teachers and pupils. In this article the basic components of competence based training will be described and analysed. In the first place we examine the establishment of competence norms, and then coninue by looking at the diagnosis of training needs. Following this we outline a teaching methodology –based on a learning process which is structured in training modules. Finally an evaluation, recognition and accreditation process – which may or may not lead to some form of certification –is described.
256 citations
01 Jan 2002
TL;DR: In this article, the authors propose a model for the managememt of the CAP, derivate in part from his team based study of the Society ALECOP which is itself part of the group Mondragon Corporation Cooperativa (MCC).
Abstract: The important transformations produced by the recent change of century have generated a significant debate around the contemporay vision of profisionalism and this is explained in the first pages of this article. Following this analysis, the author outline his conceptio of the competence of profisional action -CAP- a conception based in an exhtaustive documentary analysis of the state of tke art. Based on this analysis the authot proposes a model for the managememt of the CAP, derivate in part from his team based study of the Society ALECOP which is itself part of the group Mondragon Corporation Cooperativa (MCC). ln conclusion the author identifies the principle challenges facing the competence certification systems asociated with the recently created Institutos de Cualifcation (Qualifcation lnstitutes) in the Spanish context.
134 citations
TL;DR: In this article, a cross-sectional survey with 166 faculty participants has been conducted in order to identify faculty's level of proficiency on the pedagogical competencies and the interest in training programs.
Abstract: Identifying the roles and competencies of faculty performing in virtual environments is crucial to higher education institutions in order to build a common frame for teaching and training initiatives. One of the goals of this study is to identify and systematize faculty’s roles through a review of the most representative surveys. There has also been an effort to identify competencies associated to every role, with an emphasis on those of the pedagogical scope, by means of a focus group. Furthermore, a cross-sectional survey with 166 faculty participants has been conducted in order to identify faculty’s level of proficiency on the pedagogical competencies and the interest in training programs. Teacher perceptions on both these aspects constitutes a relevant reference for the design of faculty training programs. Results reveal that content drafting is the aspect in which the subjects declare the highest level of proficiency as opposed to assessment. Faculty also appear to be willing to improve their training, being aware of the changes and requirements entailed by e-learning.
105 citations
Cites background from "Ingeniería de las competencias"
...Nonetheless, according to the current view of the competencies movement and based on the definitions elaborated by several authors (Zabalza, 2003; Le Boterf, 2000) and organizations (UNESCO, 2008), we consider that its use could be beneficial as another reference point in the configuration of…...
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