González-Burboa AL, Acevedo CCA

Language: Spanish
References: 10
Page: 349-360
PDF size: 260.29 Kb.

ABSTRACT

Introduction: In the context of the process for the implementation of the Model by Competences, to which University of Concepción has joined, we considered relevant the follow-up and assessment of the educative practices performed from a perspective that permitted verifying its adaptation to the context in which they were implemented.
Objective: Describe the first year students majoring in Obstetrics and Puericulture at University of Concepción's perception about the implementation of the Generic Macro-competences.
Methods: Evaluative research of quantitative and qualitative approach. A self-report instrument containing 22 Likert items and other 3 open questions were applied to 86 women and 7 men. For the quantitative analysis of the data, the statistical software SPSS 19 was used; for the qualitative analysis, the software Atlas.ti 6.2 was used.
Results: The qualitative analysis showed a positive evaluation of the methodology and contents treated in the implementation. The quantitative analysis showed high approval in all the dimensions, with Content outstanding (n=85; 91.4 %).
Conclusions: The students assess the Generic Macro-competences as an aspect for their professional and personal development. However, a context-adapted implementation is required.

REFERENCES

1. Esquivel J. Chile: campo experimental para la reforma universitaria. Perfiles educativos. 2007;116(29):41-59.

2. Campbell J. La educación superior en Chile: cambios y desafíos. En Catani A (Comp.). Novas perspectivas nas políticas de educação superior na América Latina no limiar do século XXI. Campinas, SP: Autores Associados; 1998.

3. Yaacob M. Integrating Generic Competencies (GCs) into University's Compulsory Courses: Perspectives of Lecturers and Students. Procedia-Social and Behavioral Sciences. 2012;59:574-83.

4. Gilbert R, Balatti J, Turner P, Whitehouse H. The generic skills debate in research higher degrees. Higher Education Research & Development. 2004;23(3):375-88.

5. Coll C, Mauri T, Onrubia J. La utilización de las tecnologías de la información y la comunicación en la educación: Del diseño tecno-pedagógico a las prácticas de uso. En Coll C, Monereo C. (Eds.). Psicología de la educación virtual: Aprender y enseñar con las Tecnologías de la información y la comunicación. Madrid: Ediciones Morata, S. L; 2008.

6. Hart G, Bowden J, Watters J. Graduate capabilities: A framework for assessing course quality. Higher Education in Europe. 1999;24(2):175-82.

7. Barth M, Godemann J, Rieckmann M, Stoltenberg U. Developing key competencies for sustainable development in higher education. International Journal of Sustainability in Higher Education. 2007;8(4):416-30.

8. Navarro G, Acevedo C, Sandoval H. Aspiraciones respecto a la adultez mayor en estudiantes de psicología de la Universidad de Concepción. Estudio sobre Responsabilidad Social. Revista electrónica de Trabajo Social. 2013:10.

9. Scriven M. The metodology of evaluation. En Tyler R, Gagné R, Scriven M. (eds.). Perspective of Curriculum Evaluation. Chicago: Rand McNally; 1967.

10. Gómez V, Guerra P. Teorías implícitas respecto a la enseñanza y el aprendizaje: ¿Existen diferencias entre profesores en ejercicio y estudiantes de pedagogía? Estudios Pedagógicos (Valdivia). 2012;38(1):25-43.