La visión del profesorado emérito sobre los estudiantes: aprendiendo de los mayores
10 Sep 2015-Vol. 13, Iss: 2, pp 143-172
TL;DR: In this article, a traves de reflexiones mas amplias sobre la universidad, nos centramos en lo que los profesores emeritos dicen especificamente sobre los estudiantes.
Abstract: El presente trabajo forma parte de una investigacion mas amplia desarrollada en el marco de la convocatoria de I+D del Ministerio de Ciencia e Innovacion espanol en la que han participado varias universidades espanolas y extranjeras. Su objetivo principal era recuperar el conocimiento experto del profesorado emerito para ponerlo a disposicion de la comunidad universitaria. En este articulo se presentan algunos datos en relacion a las creencias sobre los estudiantes que expresan 41 profesores emeritos de universidades espanolas y extranjeras, en nuestro empeno por conocerlos y comprenderlos mejor. A traves de reflexiones mas amplias sobre la universidad, nos centramos en lo que los profesores emeritos dicen especificamente sobre los estudiantes para poder elaborar, a partir de su experiencia, un marco de referencia que nos permita repensar como vemos a los estudiantes universitarios. Los datos que aqui presentamos provienen de entrevistas en profundidad y semiestructuradas, a partir de las cuales hemos realizado un analisis de contenido. De este analisis se derivan conclusiones en torno a las transformaciones mas o menos profundas sufridas por la universidad, a lo largo del periodo que abarca la trayectoria profesional de estos emeritos y que atanen a diferentes ambitos: de entre los que destacamos el de los estudiantes.
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Dissertation•
01 Jul 1974
TL;DR: The psychology of the learning as mentioned in this paper is a branch of the psychology that has reached the highest degree of development in the 20th century, and that it has remained as Pure Science, and the importance of learning in the comprehension of the human conduct is of enormous magnitude, major much of what is supposed ordinarily.
Abstract: The learning is the area of the Psychology at which they are employed more. Psychologists at present and in which the investigations have reached the highest degree of refinement. The psychologists use the term "learning"; in very different form to corn other people use it. For the Psychologists it does not have almost anything that to see with the term "knowledge", has so that to see with term "Instruction", and it does not have absolutely that to see anything with the term "wisdom". The Psychology of the learning is a branch of the Experimental Psychology that has reached the highest degree of development in the 20th century, and that it has remained as Pure Science. The importance of the learning in the comprehension of the human conduct is of enormous magnitude, major much of what is supposed ordinarily. The learning has been defined in very diverse forms but there are the theoretical ones that are fundamentally important; in the present work we will see some of them: Pavlov, Watson, Guthrie, Thomdike, Skinner, Hull, Dollard and Miller, Wertheimer, Kohler, Koffka, Lewin and Tolman.
172 citations
01 Jun 2011
27 citations
2 citations
TL;DR: In this article, the authors defined and delimited the aspects of the university professor's satisfaction that have an influence on their motivation to retire and analyzed three dimensions of the satisfaction: economic, professional, and relational.
Abstract: Research on the motives behind a university professor’s decision to retire is scarce. In the present work, we have tried to define and delimit the aspects of the university professor’s satisfaction that have an influence on their motivation to retire. Nine hundred and one Spanish university professors answered the Inventory “Questionnaire for Active, Retired and Emeritus University Professors.” In the analysis, three structural equations were estimated. The overall sample, as well as the professional status subsamples—active or not active—were taken into account. Significant differences were found according to the work status. Three dimensions explained the satisfaction: economic, professional, and relational. The satisfaction of the professors in each of them had an influence on their decision to retire. Work conditions created by the European Higher Education Area (EHEA) and work conditions due to the educational and/or university laws determined the economic satisfaction to a greater degree. The possibilities of being part of professional networks or teams, and of publishing and disseminating knowledge, have a considerable impact on professional satisfaction. Relational satisfaction was notable for predicting the motivation to retire. Relationships with colleagues had an effect on the relational satisfaction. Policies for improving the satisfaction of the university professors could help delay the exit of talented professors, who are part of the human capital of the universities.
1 citations
Cites background from "La visión del profesorado emérito s..."
...The students are perceived as “immature” (intellectually as well as emotionally), lacking intrinsic motivation, curiosity, or interest for performing tasks that lack immediate benefits, lacking awareness about their role as university students (Alonso et al. 2015)....
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References
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12 Oct 2017
TL;DR: The Discovery of Grounded Theory as mentioned in this paper is a book about the discovery of grounded theories from data, both substantive and formal, which is a major task confronting sociologists and is understandable to both experts and laymen.
Abstract: Most writing on sociological method has been concerned with how accurate facts can be obtained and how theory can thereby be more rigorously tested. In The Discovery of Grounded Theory, Barney Glaser and Anselm Strauss address the equally Important enterprise of how the discovery of theory from data--systematically obtained and analyzed in social research--can be furthered. The discovery of theory from data--grounded theory--is a major task confronting sociology, for such a theory fits empirical situations, and is understandable to sociologists and laymen alike. Most important, it provides relevant predictions, explanations, interpretations, and applications. In Part I of the book, "Generation Theory by Comparative Analysis," the authors present a strategy whereby sociologists can facilitate the discovery of grounded theory, both substantive and formal. This strategy involves the systematic choice and study of several comparison groups. In Part II, The Flexible Use of Data," the generation of theory from qualitative, especially documentary, and quantitative data Is considered. In Part III, "Implications of Grounded Theory," Glaser and Strauss examine the credibility of grounded theory. The Discovery of Grounded Theory is directed toward improving social scientists' capacity for generating theory that will be relevant to their research. While aimed primarily at sociologists, it will be useful to anyone Interested In studying social phenomena--political, educational, economic, industrial-- especially If their studies are based on qualitative data.
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"La visión del profesorado emérito s..." refers background in this paper
...No lo decimos nosotros en esta ocasión, son ellos mismos los que así lo expresan, si bien sí somos nosotros los que proponemos el término de enfoques del aprendizaje (Biggs, 1987 a y b; Entwistle, 1988) para mejor resumir su discurso....
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TL;DR: Zimmermann and Wigfield as mentioned in this paper proposed a framework for self-regulation in education, focusing on the role of self-motivation and self-awareness in self-regulated learning.
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1,367 citations
"La visión del profesorado emérito s..." refers background in this paper
...…cuando manifiestan sus aspiraciones a favor de un enfoque profundo, metacognitivo y autorregulado del aprendizaje (Flavell, 1995; Schunk, 1997; Zimmerman, 1994), es decir, significativo (orientado a la búsqueda del sentido), autónomo (autoiniciado), situado (conectado con su realidad) y…...
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Book•
17 Aug 2000
TL;DR: In this article, the authors discuss the role of academic identity becoming an academic career development - teaching career development-research academics as managers policy change and the academic profession and academic profession.
Abstract: Part 1 Policy changes and assumptive worlds: the policy changes the enterprise initiative quality assurance policies institutional structures and assumptive worlds - changes and continuities. Part 2 Policy changes and academic identities: academic identity becoming an academic career development - teaching career development -research academics as managers policy change and the academic profession.
819 citations