Abstract
<p style="text-align:justify">The current offer of training courses for university teachers is due, among other needs, to the implementation of an educational model based on student learning, promoting the use of active methodologies for their motivation and academic performance. An exploratory-descriptive and ideographic study is presented where the main technique is the analysis of content. To this end, 15 Spanish universities with the greatest prestige were analyzed according to the parameters of the Academic Ranking of World Universities (ARWU) in relation to the topics related to active methodologies and the profile of university teachers. The results show the different teacher training courses that have been carried out during the 2019/2020 academic year. We find that there are more universities that present more training of this type than others, and who this type of training is aimed at: new teachers and teachers with professional experience. The conclusions are related to the importance of the courses for the professional development of university teachers, since they should not be anchored in the same methodology, but should be open to new challenges and always taking into account the students, enhancing their motivation and academic performance.</p>
Highlights
Interest in the training of university teachers goes beyond their own professional development, and there is a great deal of research that focuses on its analysis from pedagogical and educational perspectives (e.g. Aramburuzabala et al, 2013; Gibbs & Coffey, 2004; Montes & Suarez, 2016; Odalen et al, 2019)
15 Spanish universities with the greatest prestige were analyzed according to the parameters of the Academic Ranking of World Universities (ARWU) in relation to the topics related to active methodologies and the profile of university teachers
The conclusions are related to the importance of the courses for the professional development of university teachers, since they should not be anchored in the same methodology, but should be open to new challenges and always taking into account the students, enhancing their motivation and academic performance
Summary
Interest in the training of university teachers goes beyond their own professional development, and there is a great deal of research that focuses on its analysis from pedagogical and educational perspectives (e.g. Aramburuzabala et al, 2013; Gibbs & Coffey, 2004; Montes & Suarez, 2016; Odalen et al, 2019). Aramburuzabala et al, 2013; Gibbs & Coffey, 2004; Montes & Suarez, 2016; Odalen et al, 2019) In this line, we frame this work that analyzes the training offer for teachers of higher education in institutions of the Spanish territory, both initial and permanent training. To determine the presence of active methodologies among the objectives of such training, as a key to student motivation and educational practice. To this end, we carry out a review of teacher training, teacher training needs and the impact of active methodologies on the training offered. The majority of Spanish universities are currently committed to developing teacher training activities as part of their Training Plans, making a great effort to train teachers for this new reality and the renewal of methodology, which implies the allocation of resources for its development (Aramburuzabala et al, 2013; Hernandez-Castilla, 2009; Karadeniz, 2017)
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