enseignement professionnel et formation modulaires ... - emcet 2
enseignement professionnel et formation modulaires ... - emcet 2
enseignement professionnel et formation modulaires ... - emcet 2
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comp<strong>et</strong>encies (ensuring attitudes, motivations and behaviours that foster<br />
teaching that is responsible and committed to achieving the desirable training<br />
objectives).<br />
Focussing on the establishment of comp<strong>et</strong>encies in a strictly didactic area,<br />
this author believes that in addition to being experts in their specifi c academic<br />
discipline, university teachers and professors should possess a wide range of<br />
basic vocational comp<strong>et</strong>encies, as is refl ected in the specialized literature on this<br />
subject which also off ers numerous ideas and suggestions: understanding<br />
students’ learning processes in academic and natural contexts; using principles<br />
of learning to foster environments and actions that stimulate learning;<br />
organising and directing teaching, with attention given to the diversity of<br />
contexts, interests and needs; planning teaching and didactic interaction;<br />
designing curriculums (studies, courses and programmes) with a view to<br />
specifi c, global and professional training needs – this comp<strong>et</strong>ency should be<br />
exercised jointly within the responsible academic units-; programming didactic<br />
units. Identifying and selecting objectives, contents, m<strong>et</strong>hods, resources, and<br />
evaluation procedures; planning learning activities that are suited to the<br />
objectives, to the diverse needs of the students and to the available resources,<br />
shifting the focus from teaching to learning; using suitable didactic m<strong>et</strong>hods<br />
and techniques; thorough knowledge of didactic m<strong>et</strong>hods and techniques and<br />
their potentials and limitations in diff erent academic and pedagogical contexts;<br />
fl exible and effi cient use of established pedagogical m<strong>et</strong>hods, resources<br />
and techniques; innovation of m<strong>et</strong>hods and use of resources; progressive<br />
introduction and evaluation of communication and in<strong>formation</strong> technologies<br />
as a teaching resource; management of didactic interaction and rapport with<br />
students; constructive relationships with students.<br />
Likewise, Valcárcel (2003) believes that student advising, orientation<br />
and tutoring is essential, as are: the evaluation, control and regulation of<br />
teaching itself and of learning; an understanding of m<strong>et</strong>hods and techniques<br />
and their potentials and limitations in diff erent situations; the creation and<br />
design of evaluation plans and instruments; the fl exible use of procedures in<br />
diff erent circumstances; the improvement of teaching and reinforcement of<br />
student learning on the basis of evaluation procedures; an understanding of<br />
institutional and legal regulations on the rights and obligations of teachers<br />
and students; the adjustment of professional actions to the regulations in<br />
force; the adaptation of the organisational structure of the teaching-learning<br />
process to the principles established by the Convergence of the Higher<br />
Education European Space; the r<strong>et</strong>hinking of credits as a unit of assessment<br />
of the work done by students and teachers; teacher’s management of their<br />
own professional development as teachers; diagnosis and identifi cation of<br />
the innovation and improvement needs and objectives of their teaching and<br />
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