Comparative analysis of the professional teaching profile expected by students from the Universidad de Tarapacá and from the Universidad de Barcelona [Análisis comparativo del perfil docente del profesorado esperado por los estudiantes de la universidad de tarapacá y los de la Universidad de Barcelona]
The revision and evaluation of the teaching practice is a demand of the society that every time demands a better formation of competent professionals in its area. An essential edge in the training process, which must be constant, is the reflection about the task that the educator performs directly and what the skills and abilities that he/she is or should be. The highlight, in this scenario, the opinion that students express about these characteristics, since the power to define or institute them, will allow the development of adaptations to the teaching work that will point precisely to the felt need and will result in better levels of achievement. Therefore, this research was developed with the objective of identifying the teaching competences that the stu- dents of the Universidad de Tarapacá (UTA), Chile, expect and then compared the local results with those of the Universidad de Barcelona, Spain. The sampling procedure consisted of placing a survey on the institutional intranet available to all students of the UTA, accepting all the completed surveys. Finally, the sample was constituted by a total of 2584 students, with an average age of 22.4 ±2.51 years, 1145 (44.3%) men and 1439 (55.7%) women. The analysis of the 16 evaluated competences showed that those most expected by the UTA students were: listening to the students, motivating the student in their learning process, using teaching methods that are coherent with the objectives of the subject and using evaluation procedures according to it. © 2018 Interciencia Association. All rights reserved.
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Buenos docentes universitarios: ¿Qué dicen los estudiantes? [Good university teachers: What do students say about them?] (2020) Merellano-Navarro E.; Almonacid-Fierro A.; Moreno-Doña A.; Castro-Jaque C. (Faculdade de Educacao da Universidade de Sao Paulo, 2016)
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