| dc.contributor | | es-ES |
| dc.creator | María José García-SanPedro; Universidad Autónoma de Barcelona | |
| dc.creator | Joaquín Gairín Sallán; Universidad Autónoma de Barcelona | |
| dc.date | 2011-06-30 | |
| dc.date.accessioned | 2019-04-12T16:28:32Z | |
| dc.date.available | 2019-04-12T16:28:32Z | |
| dc.identifier | http://www.perspectivaeducacional.cl/index.php/peducacional/article/view/40 | |
| dc.identifier.uri | http://revistaschilenas.uchile.cl/handle/2250/26278 | |
| dc.description | The Bologna Process involves broader changes in the Spanish higher education system. These changes affect the structure of degrees, syllabuses, teaching and learning methodology and assessment, but fundamentally affect the culture of the university. Meanwhile, the language of competencies is becoming increasingly important in the area of the certification and recognition of learning. This paper presents the findings of a case study research project conducted with five Spanish university degree programmes. It explores, from a qualitative perspective, the experiences and conceptions of teachers about training by competencies, its assumptions and its consequences for higher education. The results show that it is necessary to critically reflect on the identified conceptions of competencies amongst teaching staff and deans, as well as the positive aspects, difficulties and prospects that they face on a daily basis and which they can anticipate, in order to facilitate implementation of this training model. | es-ES |
| dc.format | application/pdf | |
| dc.format | application/pdf | |
| dc.language | en | |
| dc.publisher | Pontificia Universidad Católica de Valparaíso | es-ES |
| dc.rights | El/los autores/as otorgan licencia exclusiva y sin límite de temporalidad para que el manuscrito sea publicado en la revista Perspectiva Educacional, editada por la Pontificia Universidad Católica de Valparaíso (Chile), a través de la Escuela de Pedagogía. | |
| dc.source | Perspectiva Educacional; Vol 50, No 2 (2011): Didáctica y Prácticas Pedagógicas; 55-76 | en-US |
| dc.source | Perspectiva Educacional; Vol 50, No 2 (2011): Didáctica y Prácticas Pedagógicas; 55-76 | es-ES |
| dc.subject | competencies; case study; educational change; higher education; spain | es-ES |
| dc.title | Competencies: The current reality and perspectives in the Spanish context. A case study research | es-ES |
| dc.type | | es-ES |
