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The objective of this paper was to characterize the current state of content curation in university professors. Also, a diagnosis was made to establish the informational competencies that these professionals possessed. The study methodology was based on the quantitative perspective with a descriptive scope and the use of the survey as a research technique that evaluated four dimensions: search, selection, characterization and dissemination of digital content. The results presented a set of shortcomings in the explicit dimensions, with an emphasis on characterization, since in educational digital content the textual format prevailed and critical evaluations were scarce. Moreover, insufficient use of content curation tools was detected. A wider participation of subjects due to the social distancing caused by covid-19 was evidenced as a limitation. The novelty of the study consisted in analyzing content curation with an informational competence approach, transversal in the training of university professors. It was concluded that there is little training in relation to the curation of content for teaching, as some indications of informational performance were observed, in isolation that hindered a better preparation of the subject. [ABSTRACT FROM AUTHOR]

Teacher training and professional development are the pillars that underpin the quality of teaching in higher education. The pandemic has accelerated the momentum of online education and has highlighted the importance of training and updating for teachers in higher education. This paper presents a qualitative study to determine the mechanisms that are usually used by university teachers who teach online to update their skills. The research methodology was based on 12 in-depth interviews with six university teachers who teach online, and was structured around an analysis of their learning ecologies. The results indicate that online teachers who teach via the Internet tend to opt for self-directed learning formulas, prioritizing non-formal learning mechanisms, participation in peer-based teaching communities, and the use of digital resources available on the Internet. The con)cept of learning ecologies applied to professional development and updating for university teachers has proved to be a useful analytical mechanism. [ABSTRACT FROM AUTHOR]

This work aims to know how the trend in the use of virtual spaces is, from the proposals is of incorporating technology in the teaching practice in Higher Education and knows if the level of use of information and communication technologies (ICT) affects the design and development of the proposals. In this work was used a correlative transactional methodology and the process was concurrent by complementation with a group of professors from a Mexican public university. We observed that sending and receiving documents is the most used dynamic and that, the main obstacles and difficulties are get internet accessibility and the connection speeds. The main learning activity used is creating individual documents. We concluded that, the level of skill in use of ICT that the teacher considers having does not improve the integration of technologies inside of teaching practice, and that the use of virtual spaces is oriented towards instrumental aspects (do not spent paper, automatic evaluation, and others), the possibility of structuring pedagogical proposals with integration of ICT that seek to improve the teaching and learning process in students is left aside. [ABSTRACT FROM AUTHOR]

This paper presents the partial results of a research project developed over two academic years (2015-16 and 2016-17) in the Faculties of Education and Teacher Training at the Universities of Cantabria and Oviedo. The objective of the project was to improve teaching in several subjects from different curricula in the field of education, based on the analysis of classroom activities. To this end, a methodology inspired by the Lesson Study model was adopted. The results show that students learn through the use of skills which are considered key for teachers. The conclusions demonstrate that the research process has great potential for improving teaching in higher education and highlight the need for students to assume a more active role throughout the whole research process. [ABSTRACT FROM AUTHOR]

This piece of paper is on aspects related with the battering the management the Human resources in Educational Institutions addressing importance to the university teacher's upgradingthat is indispensable premise and condition to increase and go deeper up to an excellence culture scientifically direct and with a goo quality the teaching learning process, but it demands for a higher characterization hat should be linked to the purposes of today Cuban (university of the present times; that's why, the teachers category must be understood as a condition attributed to the higher education, the level of preparation reach by the teaches that conveniently helps the organization of the work and its responsibilities in the field of investigation, teaching, and university management, starting from the general, specific functions and the accomplishment of requisites, On it is offered a proposal of actions to contribute to the teachers' preparation. [ABSTRACT FROM AUTHOR]

The aim of this paper is to diagnose the present situation of teaching training and improvement of professors at Veterinary Medicine Career of the Technical University in Manabi (UTM), by means of a descriptive study where three sources are used: interviews to managers, surveys to professors and the combined application of focus group techniques and the analysis of the forces field. Results achieved showed regularities which stress the significance of approaching teaching training and improvement of professors through a holistic view allowing its contextualization on thebasis of the education needs and the learning demands. This is a starting point for backing the design of a functional theoretical model as a scientifically supported alternative which can help to change this situation. [ABSTRACT FROM AUTHOR]

This work has the aim to demonstrate the importance of the development of the digital competitions in the university teachers to empower his academic work with the support of the Technologies of the Information and Communication (ICT). In this sense, the University of Tamaulipas (UAT) Mexico has trained a total of 124 teachers from the different UAT schools in the International Certification Program in Digital Competencies-ICDL, of which up to now 76 teachers have accredited the Basic Certification-ICDL related with Computer Fundamentals, Online Course Fundamentals, Word Processor and Spreadsheets. To do this, teachers had to perform level tests, study lessons and develop, in a self-taught manner, different types of exercises and practices, until submitting their certification exam. This paper also presents the advances that teachers had in the development of their digital competences, comparing the results of the beginning and the end of the certification. Universities should invest in the training of their teachers, in order to respond to the challenges of the 21st century higher education, mainly because they require a specialized teaching profile, sufficient background in pedagogical methods, expertise in contents and certifications in digital competencies recognized by international organizations that guarantee their quality. [ABSTRACT FROM AUTHOR]

This paper presents the results of the research that analyzed the perception of the educational benefit of users of the Learning Management System (LMS) Blackboard that is used at the Autonomous University of the State of Hidalgo (UAEH), taking as a central axis the question: What is the benefit of the learning management system as a technological tool in the educational process of UAEH? For this, the analysis was performed based on the models: TPACK by Mishra & Koehler (2006), SAMR model developed by Puentedura (2006) and TAM3 developed by Venkatesh & Bala (2008). Methodologically it is a multiple case study, where several cases are used simultaneously to explore and describe a reality. Three teachers of the Campus Tlahuelilpan of the UAEH participated in the semistructured interview, which constituted the technique for obtaining data. The results indicate the need for an adequate training, not only in the technological, but also in the pedagogical and curricular; adequate infrastructure and changes in institutional policies, among others. This responds to the theoretical models mentioned above. It is suggested that Higher Education Institutions take into account this results when implementing a Learning Management System as a support in the educational process. [ABSTRACT FROM AUTHOR]

This paper identifies from a mixed approach the main characteristics of the profile of the Library-Archivology professor in Colombia, characterization preceded by an extensive documentary search in the context of Ibero-America, which evidenced the absence of the subject in the research agendas. It also affirms that given the dynamics of each university and each professional's training program, it is not possible to talk about a unique professor's profile, since it depends on the type of institution, educational model, areas of performance and fundamentally, the criteria of affiliation, where although training, work experience, research and academic production are taken into account, it is not explicit the pedagogical competence, nor the contributions to the disciplinary development, which are essential in the profile of the university professor. For these reasons, it is advisable for library-archivology professor to carry out research, to contribute to academic visibility, and to the advancement and scientific position of the area, in order to generate value for the academic program and the institution and thus, increase the quality of the university to which they are affiliated. [ABSTRACT FROM AUTHOR]

This paper focuses on the evaluation of teaching in higher education from student and teacher perceptions. It analyzes its relationship with factors linked to students, teachers and curricular units (CU) and the consistency between student and teacher perspectives, while taking into consideration the study's two objectives: firstly, to find out how teachers and students of the Escuela Superior de Salud Jean Piaget de Vila Nova de Gaia (Portugal) assess teaching quality; and secondly, to determine how appropriate it is for students and teachers to use the SEEQ (Student's Evaluation of Educational Quality) tool. A SEEQ-based instrument was used with a population of 1,343 students and 146 teachers. The study results support the assurances offered by the model used. This is due in part to the reliability and consistency of the instrument, but mainly to the consistency between student and teacher perceptions. [ABSTRACT FROM AUTHOR]

This paper presents the design and validation process of a questionnaire to determine the types of assessment used by members of faculty. The methodology used begins with the conceptual and operational definition of the domain and is followed through to the analysis of the pilot results to determine, on the one hand, the reliability of the questionnaire and each question and, on the other hand, the construct validity. The results of this study provide sufficient evidence to show 1) the validity of the questionnaire content, which shows an acceptable index of agreement according to experts (with Krippendorf's alpha coefficient greater than 0.7); 2) the global reliability of the questionnaire, equivalent to alpha = 0.87 and the reliability of the questions, between alpha 0.81 and alpha 0.87; 3) the construct validity of the questionnaire; 4) that the factorial structure is not significantly different from the theory used as a basis to establish the questions. The data suggests that the questionnaire is a valid tool and psychometrically sound for its purpose. [ABSTRACT FROM AUTHOR]

The interaction between contextual characteristics, the way students learn and the way teachers teach opens up a range of issues and obliges teachers to be aware of the factors that influence what constitutes effective teaching. Identifying teaching styles requires adequate tools for evaluation that consider not only the didactic elements that shape the way teachers teach, but also the theoretical aspects. This paper is an attempt to identify the teaching styles typically used by college professors in different disciplines. The Questionnaire on the Teaching Orientation of the University Professor (Feixas, 2006) was used to evaluate teaching styles in a sample of 188 teachers from private universities in the Argentine educational system. No differences, from a descriptive point of view, were observed in the styles adopted by teachers in the disciplines that were analyzed. The authors found teachers in the various fields of knowledge who adopt both the teacher-centered style and the student-centered style. [ABSTRACT FROM AUTHOR]

Analyzing how university teachers' academic calling is changing entails understanding the changing motivational pressures they are subject to. Over the course of the last ten years, the use of federal Economic Stimulus Programs (PEEs) in Mexican public universities has been a factor that needs to be analyzed both for its successes and also in terms of some undesirable effects it has had. Many have suggested that the change in the objective well-being of academics that is caused by these PEEs does not necessarily result in an improvement in their performance as researchers or teachers. The purpose of this paper is, therefore, to provide information on the actual situation, which is more tenuous when making a distinction among: the gap between what academics believe regarding the notion of quality, the value provided by the PEEs to their teaching duties, professors' multifunctional profile, or other academic functions such as research. Based on an abbreviated method designed to observe the viewpoint imposed on the faculty, which consists of the design of a questionnaire and an initial interpretation of its results, we will show how the statistical data were obtained. These data will be also useful for a subsequent qualitative interpretation. The idea is to encourage the confluence of ideas that derive from this method and that different researchers would want to delve into. In this case the data are combined with information that explains some of the effects inferred from them that are related to teaching. [ABSTRACT FROM AUTHOR]

The academic organization of university degrees, in the frame of the European Higher Education Area, has facilitated the constitution of teachers' teams (Zabalza, 2009; Lopez, 2007). This is one of the key points in the processes of organization and improvement (Lester and Evans, 2009; Bacharach, Washut and Dahlberg, 2008) of higher education, but simultaneously, a hanging topic for the difficulty in obtaining a culture's change of university teachers, also demarcated in slightly agile and flexible structures. The paper is focused in a research caught out a group of university teachers, with the aim to realize a diagnosis of the situation of the teachers' teams between the courses 2009-2010 to 2011-2012. The methodology used was the survey, with questionnaire and focus group. The results show that the organization in teachers teams is a reality perceived positively by teachers, but with problems and challenges that we have still further to go. [ABSTRACT FROM AUTHOR]

The paper discusses the management of methodological work that takes place in five Cuban universities as part of the university management. The methodology designed considered for impact assessment two dimensions: Political Dimension that responds to which are the priorities, how it is implemented and how it controls the methodological work being done in the universities, and the Strategic Dimension, given by their relevance. Does it respond to the needs of the school? Does it respond to the training needs of the student? The head teachers recognized the impact of methodological work in university, but identified that this is still marked by the inexperience of those who manage and direct, inadequate educational category structure, and insufficient educational preparation of the teachers, the lack of a diagnosing problems in the formation and the absence of an integrated and systemic view. [ABSTRACT FROM AUTHOR]