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The paper analyses the education of teachers for the implementation of Citizenship education in Finland and Estonia included in the IEA International Civic Education Survey - ICCS 2016. The analysis of the approach to the teacher education for implementation of Citizenship education is based on three theoretical concepts – initial teacher education, teacher competence profile, and teacher professional development. The goals of the analysis are to determine the framework of initial education, the structure of the competence profile, and the modalities of professional development of teachers for implementation of the CE in analysed countries. Research is based on qualitative methodology and method of document analysis. In Finland, initial teacher education for implementation of the CE is based on the assumption and practical support for the principles of democracy and human rights, and in Estonia future teachers are educated for the implementation of the CE through a dual path. Professional development of the teachers is realized through joint action of state agencies and civil society, and the impact ratio of these actors varies between analysed countries with actors of civil society having a dominant role. The teacher competence profile for the implementation of the CE in case of the Finland is explicit and it combines methodical, pedagogical, didactic, social, and moral competence. In case of Estonia some elements of competence profile are implicitly present in the Estonian Qualifications Framework.

This concept paper reflects an ongoing research on designing students’ team projects in engineering education with a focus on soft skills development. The core idea is to relate project tasks with relevant team situations and team roles which require and train certain sets of soft skills. The paper proposes: a) a model for developing the relevant soft skills out of project tasks, and b) an approach to relate individual competence profiles of team members with an overall team competence profile. A core assumption is that if a team is formed, individual competences are aggregated in a certain way to form a single team competence profile. However, in the case of soft skills this aggregating is more complex than simply adding skill levels, e.g., soft skills in teams are a result of specific combinations of competences. Understanding these effects is relevant for project management and engineering education. The paper proposes a first draft of a systematic framework for investigating such effects and for making them usable for the design of student projects in engineering education. It also provides insight into an example of an agile cross-border project conducted fully online and using the scrum method. The paper is considered to be a contribution to the development of project-based learning.

Trabajo fin de grado en Enfermería, El avance tecnológico y social, así como su repercusión en el mundo actual, han generado una evolución de la ciencia modificado las necesidades y demandas de la población. Estos cambios tienen una repercusión sobre la forma de hacer y la forma de ser de los profesionales. En la actualidad, el modelo de gestión por competencias es el más utilizado tanto para seleccionar como para desarrollar las competencias necesarias para un determinado puesto de trabajo. En el ámbito de la enfermería, este modelo es de gran utilidad, dada la cantidad y variedad de puestos de trabajo a los que puede acceder un enfermero/a. La definición de perfiles de competencias será una herramienta de gran ayuda a la hora de seleccionar o desarrollar las competencias específicas para ese puesto de trabajo como es el caso de la enfermera en un Servicio de Urgencias Extrahospitalarias. El objetivo principal es describir el perfil de competencias de un enfermero/a en un Servicio de Urgencias Extrahospitalarias en la Comunidad de Madrid. Se trata de un estudio descriptivo de corte transversal, en el cual la recogida de datos se realizará mediante la técnica panel de expertos. La población de estudio la conforman los enfermeros/as y médicos que trabajan en el Servicio de Urgencias Extrahospitalarias en la Comunidad de Madrid. La selección de participantes se realizará por muestreo de conveniencia quedando una muestra total de 80 profesionales sanitarios divididos en 4 grupos de 20 personas. El análisis de los datos se realizará mediante un estudio descriptivo de las variables de estudio y se utilizarán tablas de contingencia para apreciar asociaciones entre variables. Sería conveniente continuar con las líneas de la investigación para poder aplicar el proyecto en otras Comunidades Autónomas, con el objetivo de establecer un perfil general del enfermero/a en un Servicio de Urgencias Extrahospitalarias, The technological and social advancement, as well as its impact on the world today, have generated an evolution of the modified science the needs and demands of the population. These changes have as impact on how professionals are made and how they are. Currently, the competency-based management model is the most widely used for selecting and developing the skills needed for a particular job. In the field of nursing, this model is very useful, give the number and variety of jobs that can be accessed by a nurse. The definition of competency profiles will be a very helpful tool in selecting or developing specific skills for that job as is the case of the nurse in an emergency department. The primary goal of this project is to describe the competency of profile of a nurse in an emergency department in the community of Madrid. It is a descriptive croos-sectional study. That data collection will be made by the technical panel of experts. Compromise the study population the nurses and doctors who work in the emergency room out in the community of Madrid. The selection of participants will be carried out by sampling of convenience, leaving a total sample of 80 health professionals divided into 4 groups of 20 people. The analysis of the data will be carried out by a descriptive study of the variables of study and will be used contingency tables to appreciate associations between variables. It would be advisable to continue with the lines or research in order to apply the project in other autonomous communities, with the aim of establishing a general profile of the nurse in an emergency service outpatient.

La presente investigación tiene el propósito fundamental explorar el nivel de apropiación de la competencia digital del profesorado universitario del área de matemáticas en una universidad de Ecuador, considerando cuestiones relativas a la disponibilidad de infraestructuras, niveles de formación tecnológica y el grado de uso, integración e innovación de herramientas Web 2.0 en los procesos de enseñanza – aprendizaje de la matemática, como escenario para el crecimiento y fortalecimiento del ejercicio profesional docente. Para ello, el docente universitario necesita no solo técnicas y estrategias metodológicas, sino que debe ser capaz de integrar las herramientas tecnológicas (competencia digital docente) en su práctica educativa. La metodología de investigación utilizada es de tipo descriptivo con enfoque cuantitativo. Para la recogida de la información se diseñó el cuestionario M – CDUECDD, estructurado en cuatro dimensiones y 196 variables con las que se describe un perfil preliminar sobre competencias e indicadores que debe desarrollar el profesorado del área de matemáticas y que fue validado por jueces – expertos internacionales en competencias digitales. Los resultados muestran que el profesorado universitario del área de matemáticas tiene un nivel básico y medio sobre las cuestiones de dominio, uso e innovación en las cinco áreas: información y alfabetización informacional, comunicación y colaboración, creación de contenido digital, seguridad y resolución de problemas. En base a los resultados se presenta un modelo de integración de la competencia digital del docente universitario para su desarrollo profesional en la enseñanza de la matemática., The main purpose of this research is to explore the level of adopting e-competence of Math faculty staff at a university in Ecuador. It considers issues related to the availability of infrastructures, levels of technological training and use, integration and innovation of Web 2.0 tools in the teaching - learning processes of Mathematics, as a scenario for the growth and strengthening of the teacher professional development. Faculty staff needs not only technical and methodological strategies, but also has to be able to integrate technological tools in his teaching practices. The research methodology used is descriptive with a quantitative approach. The M-CDUECDD questionnaire was designed for gathering the information and it is structured in four dimensions and 196 variables which describe a preliminary profile on skills and indicators for Math professors. This instrument was validated by international experts in e-competences. The results show that university faculty in the area of mathematics has a medium average level of domain, use and innovation in five areas: Information and information literacy, communication and collaboration, digital content creation, security and problem solving. Based on the results, it is presented a model of integration of the digital competence of the university teacher for his professional development on Math teaching.

Objective: To describe the methodological steps of developing an integrated reference guide for competences according to the profile of the healthcare professionals concerned.Design: Human resources in healthcare represent a complex issue, which needs conceptual and methodological frameworks and tools to help one understand reality and the limits of one's acts.Setting: This study uses results from four contexts (Belgium/Europe, Democratic Republic of Congo, Rwanda and Senegal) in which integrated reference guides for competences for healthcare professionals have been developed.Method: Priority was given to the writing of curricula (initial training) or of training plans (continuous training) more effective in terms of professionalization and more adequate to populations' needs.Results: Pedagogical approach is presented as some (step-by-step) methodological guidance which will help one to get acquainted with this approach. This analysis questions the whole issue of healthcare training institutions' social responsibility.Conclusion: The products obtained (ie reference guides for competences) are only the visible part of the results of the far more fundamental change process that is the real reinforcement of competences and capacities of healthcare professionals in organizations aiming at better managing their resources, among which are human resources in healthcare. © Health Education Journal 2011., SCOPUS: ar.j, info:eu-repo/semantics/published

The university-wide mentoring system of the University of Duisburg-Essen pursues systematic, continuous and individual counseling for all students. The Faculty of Educational Sciences therefore offers different mentoring concepts according to its study programs considering not only the students’ demand but also their course content and job prospects in order to enhance their autonomy. Existing counseling services of the university are involved and different mentoring programs are linked so that synergies regarding content and organization are leveraged and a matching appearance is maintained. Das fakultätsübergreifende Mentoring-System der Universität Duisburg-Essen bietet systematische persönliche Beratung und Betreuung für alle Studierenden. Die Fakultät für Bildungswissenschaften setzt dies für ihre Studiengänge in unterschiedlichen Programmen um, die sowohl auf die persönlichen Bedürfnisse der Studierenden als auch deren Studieninhalte und Berufsperspektiven abgestimmt sind und somit die Autonomie der Studierenden fördern. Dabei werden existierende Beratungs- und Unterstützungangebote der Universität integriert und die verschiedenen Mentoring-Programme miteinander verknüpft, sodass inhaltliche und organisatorische Synergieeffekte genutzt werden sowie ein aufeinander abgestimmtes Auftreten möglich ist.

[ES] Las universidades están viviendo una de las mayores transformaciones de su historia, provocada especialmente por la implementación del Espacio Europeo de Educación Superior. Las modificaciones del contexto donde el profesor universitario desarrolla su trabajo, provocan alteraciones en las funciones, roles y tareas que éste tiene asignadas, conllevando ello la necesidad de adquirir y/o desarrollar nuevas competencias para atender correctamente las nuevas funciones profesionales demandadas. Para abordar satisfactoriamente estas nuevas necesidades formativas, para establecer referentes adecuados en los protocolos de acreditación, selección, promoción y formación del profesorado universitario, debe delimitarse el nuevo perfil competencial que debe atesorar el mencionado profesional para desarrollar convenientemente sus funciones docente, investigadora y gestora, considerando sus diferentes escenarios de actuación profesional. Para delimitar este perfil competencial del profesor universitario se ha realizado una investigación fundamentalmente descriptiva que combina metodologías cuantitativas y cualitativas, triangulándose diferentes técnicas (cuestionarios, entrevistas y grupos de discusión) y fuentes de información (profesorado, expertos y alumnos). Por las lógicas limitaciones de espacio en este artículo únicamente abordamos los datos obtenidos, desde los diferentes informantes (alumnos, profesores y expertos), de las 6 competencias docentes delimitadas (diseño, desarrollo, tutorización, evaluación, mejora y participación), pero no ofreceremos los datos obtenidos de las 34 unidades competenciales en que se desglosan, ni de las competencias y unidades competenciales referentes a la función investigadora. Los resultados obtenidos deben ayudar a establecer áreas prioritarias de formación para el profesorado y el nivel de desarrollo de cada unidad competencial considerando las etapas de desarrollo profesional., [EN] Higher education institutions are experiencing one of the greatest moments of transformation in its history, especially caused by the implementation of the European Higher Education Area. The changes caused in the context where the university professor develop their work, causing changes in their functions, roles and tasks, leading the need to develop new competencies to pay attention correctly their professional functions. This new job scene, these new demands have generated new training requirements to the university teachers. To address the satisfaction of these new training needs, to establish appropriate protocols concerning accreditation, selection, promotion and training the university teachers, the new competence profile must be defined to develop satisfactorily their teacher, researcher and manager function, considering different works scenarios. To define the competence profile of the university professor has made descriptive research that combines quantitative and qualitative methodologies, different techniques (questionnaires, interviews, focus groups and Delphi technique) and information sources (teachers, experts and students). In this article, we only going to work with the data obtained from different informants (students, teachers and experts) about the professors’ competences (design, development, tutoring, assessment, quality improvement and participation), but we are not going to present the data of the 34 units of competence that make up this profile, and we are not going to present the data of the competences and units of competence of the professor’s research function. The results obtained help us to establish training priority areas and the needs to develop each competence unit according to the stages of professional development.