000145154 001__ 145154
000145154 005__ 20241003094705.0
000145154 0247_ $$2doi$$a10.37871/jbres1571
000145154 0248_ $$2sideral$$a139977
000145154 037__ $$aART-2022-139977
000145154 041__ $$aeng
000145154 100__ $$0(orcid)0000-0003-2206-2299$$aVázquez Toledo, Sandra$$uUniversidad de Zaragoza
000145154 245__ $$aSupport and Pedagogical Accompaniment for Teaching Performance in Higher Education: An Experience of Innovation
000145154 260__ $$c2022
000145154 5060_ $$aAccess copy available to the general public$$fUnrestricted
000145154 5203_ $$aThere is no doubt that every higher education institution aims to offer quality teaching, and the teaching function and role are key to this. However, a large number of university lecturers enter the teaching profession without prior pedagogical and didactic training. In order to address this situation and as a complementary resource, a programme of support for this function was developed and implemented in one of the faculties of the University of Zaragoza. A total of 114 university teachers participated in the programme.
In order to assess the process and results of this experience, a quantitative descriptive study was carried out, in which 51 teachers participated. Among the results, it is worth noting that a large proportion of the teachers, 76.1%, indicated that their pedagogical training had been acquired mainly through experience, not initial training. It is also worth highlighting the clear need for support in this function, essentially in the first years of teaching and in contexts in which the teaching staff is not stable, as indicated by 90.2% of the participants. The bureaucratisation of teaching tasks is present, with teachers indicating the need for more support and assistance in administrative procedures and institutional regulations. The teachers point to the need to generate a greater culture of collaboration among teaching staff and to promote synergies, showing a deficit in this respect. All these data show, among other issues, the need for support programmes as well as the need to rethink the teaching function in the higher education institution and the importance of prior preparation for training and access to it. With regard to the programme implemented, the experience of innovation and the usefulness of the programme were highly valued, generating a first step in the design of university teaching accompaniment actions.
000145154 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000145154 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000145154 700__ $$0(orcid)0000-0002-6083-8759$$aLatorre Cosculluela, Cecilia$$uUniversidad de Zaragoza
000145154 700__ $$0(orcid)0000-0001-9563-6789$$aCored Bandrés, Sergio$$uUniversidad de Zaragoza
000145154 700__ $$0(orcid)0000-0002-9685-8399$$aLiesa Orús, Marta$$uUniversidad de Zaragoza
000145154 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000145154 773__ $$g3, 10 (2022), 1155-1162$$pJ. biomed. res. environ. sci.$$tJournal of biomedical research & environmental sciences$$x2766-2276
000145154 8564_ $$s556945$$uhttps://zaguan.unizar.es/record/145154/files/texto_completo.pdf$$yVersión publicada
000145154 8564_ $$s2552110$$uhttps://zaguan.unizar.es/record/145154/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000145154 909CO $$ooai:zaguan.unizar.es:145154$$particulos$$pdriver
000145154 951__ $$a2024-10-03-08:56:01
000145154 980__ $$aARTICLE