Latent beliefs of Spanish emeritus faculty: characteristics of good practice
Keywords:
Eméritos, knowledge elicitation, knowledge capturingSupporting Agencies:
“Plan Nacional De Investigación Científica, Desarrollo e Innovación Tecnológica. REF.EDU2009-09362Abstract
This study collects, systematizes and represents expert knowledge from 105 Spanish emeritus professors, with the aim of making this knowledge apparent and useful for universities and society. The ‘knowledge elicitation’ and ‘knowledge capturing’ methodologies have made it easier to reconstruct their experiences and beliefs, which have influenced their academic practices. Information was collected by interviews, which, through autobiographical narratives, enabled the identification of phases in their professional development and changes in their ideas about university. Intra- and inter-subject data analysis was based on the category model, with a conventional statistical and qualitative focus. The conclusions follow the line of previous studies and provide significant data on a group that has not been greatly studied in Spain. The applied research focuses on developing a computing device in collaboration with the Florida Institute for Human and Machine Cognition (IHMC).Downloads
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References
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González, F. (2008). El Mapa conceptual y Diagrama UVE: recursos para la Enseñanza Superior en el siglo XXI. Madrid: Narcea
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Prieto, L. (2008). La autoeficacia del profesor universitario. Eficacia percibida y práctica docente. Madrid: Narcea.
Samuelowicz, K. y Bain, J. D. (2001). Revisiting Academics’ Beliefs about Teaching and Learning. Higher Education, 41(3), 299-325.
Trigwell, K. y Prosser, M. (1996). Changing Approaches to teaching: a relational perspective. Studies in Higher Education, 21, 275-284.
Trigwell, K. y Prosser, M. (1999). Understanding Learning and Teaching. Buckinghan: Open Univ. Press.
Trigwell, K., Prosser, M. y Waterhouse, F. (1999). Relations between Teachers’ approaches to Teaching and Students’ approaches to Learning. Higher Education, 37, 57-70. Recuperado de http://www.researchgate.net/publication/225989076_Relations_between_Teachers'_Approaches_to_Teaching_and_Students'_Approaches_to_Learning
Villar, L. M. (1997). Pensamiento de los profesores. Bordón, 1(49), 5-14.
Villar, L. M. (2002). Pensamiento de los profesores. En G. Andrés y A. Adúriz (Comps), Pensamiento y conocimiento de los profesores. Debate y perspectivas internacionales (29-44). Bogotá: Universidad Nacional
Zabalza, M. A. (1988). Pensamiento del profesor y desarrollo didáctico. Enseñanza, 4(5), 109-138. Recuperado de http://e-spacio.uned.es/fez/eserv/bibliuned:20317/pensamiento_profesor.pdf
Balan, J. (Comp.) (1984). Las historias de vida en Ciencias Sociales: teoría y técnica. México: Nueva Visión
Barnett, R. y Di Napoli, R. (2007). Changing Identities in Higher Education. Londres: Routledge.
Berk, L. (1980). Education in lives: biographic narrative in the study of educational outcomes. Journal of Curriculum Theorizing, 2(2), 88-155.
Bolivar, A. y Domingo, J. (2006). La investigación biográfica y narrativa en Iberoamérica. Campos de desarrollo y estado actual. Forum Qualitative Social research, 7(4). Recuperado de http://www.qualitative-research.net/index.php/fqs/article/view/161/358
Cooke, N. J. (1994.) Varieties of knowledge elicitation techniques. International Journal of Human-Computer Studies, 41, 801-849. Recuperado de http://www.researchgate.net/publication/220107321_Varieties_of_Knowledge_Elicitation_Techniques
Crandall, B., Klein, G. y Hoffman, R. (2006). Working minds. A practitioner’s guide to cognitive task analysis. Cambridge: Bradford Books.
Davies, B. y Harré, R. (1990). Positioning: the discursive production of selves. Journal for the Theory of Social Behaviour, 20, 43-63.
Fernández, M. (2006). Los profesores cuentan. Revista de Educación, 340, 59-65
Ferrarotti, F. (1983). Histoire et histories de vie [Historia e historias de vida]. París: Librairie des Meridiens.
Finkel, D. (2008). Dar clase con la boca cerrada. Valencia: Universidad de Valencia
Fox, D. (1983). Personal theories of teaching. Studies in Higher Education, 8, 151-163.
González, F. (2008). El Mapa conceptual y Diagrama UVE: recursos para la Enseñanza Superior en el siglo XXI. Madrid: Narcea
Hativa, N. y Goodyear, P. (Eds.). (2001). Teacher thinking, beliefs and knowledge in higher education. Países Bajos: Kluwer Academic Publishers.
Kember, D. (2001). Beliefs about knowledge and the process of teaching and learning as a factor in adjusting to study in higher education. Studies in Higher Education, 26(2), 205-221.
Koppelman, H. (2005). Capturing pedagogical knowledge. Recent Research Developments in Learning Technologies, 1-5. Recuperado de http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.104.9441&rep=rep1&type=pdf
Marcelo, C. (1987). El pensamiento del profesor. Barcelona: CEAC.
Murray, K. y Mcdonald, R. (1997). The disjunction between lecturers’ conceptions of teaching and their claimed educational practice. Higher Education, 33, 331-349.
Moreno, A. (2002). Historia-de-vida e Investigación. Caracas: Cip.
Prieto, L. (2008). La autoeficacia del profesor universitario. Eficacia percibida y práctica docente. Madrid: Narcea.
Samuelowicz, K. y Bain, J. D. (2001). Revisiting Academics’ Beliefs about Teaching and Learning. Higher Education, 41(3), 299-325.
Trigwell, K. y Prosser, M. (1996). Changing Approaches to teaching: a relational perspective. Studies in Higher Education, 21, 275-284.
Trigwell, K. y Prosser, M. (1999). Understanding Learning and Teaching. Buckinghan: Open Univ. Press.
Trigwell, K., Prosser, M. y Waterhouse, F. (1999). Relations between Teachers’ approaches to Teaching and Students’ approaches to Learning. Higher Education, 37, 57-70. Recuperado de http://www.researchgate.net/publication/225989076_Relations_between_Teachers'_Approaches_to_Teaching_and_Students'_Approaches_to_Learning
Villar, L. M. (1997). Pensamiento de los profesores. Bordón, 1(49), 5-14.
Villar, L. M. (2002). Pensamiento de los profesores. En G. Andrés y A. Adúriz (Comps), Pensamiento y conocimiento de los profesores. Debate y perspectivas internacionales (29-44). Bogotá: Universidad Nacional
Zabalza, M. A. (1988). Pensamiento del profesor y desarrollo didáctico. Enseñanza, 4(5), 109-138. Recuperado de http://e-spacio.uned.es/fez/eserv/bibliuned:20317/pensamiento_profesor.pdf
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Published
2016-01-04
