Abstract
The objective was to build a notion of quality of university teaching, depending on the demand of the recipients of the service, the students, based on their opinions and perceptions, contrasting it with the notions that emerge or are considered in the respective regulations, given in the country. It was developed at the Universidad Senor de Sipan, Juan Mejia Baca Private University and Pedro Ruiz Gallo National University. The study design has been exploratory and descriptive, as well as hermeneutical phenomenological type and cross-sectional. The sample consisted of 164 students. 90% agree that a quality university must necessarily have quality teachers, and indicates that this quality teacher must demonstrate mastery in four dimensions: thematic dimension, methodological dimension, scientific dimension, and ethical dimension, according to the literature consulted.
Highlights
A The objective was to build a notion of quality of university teaching, depending on the demand of the recipients of the service, the students, based on their opinions and perceptions, contrasting it with the notions that emerge or are considered in the respective regulations, given in the country
It was developed at the Universidad Señor de Sipán, Juan Mejía Baca Private University and Pedro Ruiz Gallo National University
The sample consisted of 164 students. 90% agree that a quality university must necessarily have quality teachers, and indicates that this quality teacher must demonstrate mastery in four dimensions: thematic dimension, methodological dimension, scientific dimension, and ethical dimensión, according to the literature consulted
Summary
La calidad es una variable compleja para definirla, básicamente, cuando se trata de servicios. Una escuela es de excelencia cuando es capaz de ofrecer servicio de calidad en todos sus productos, básicamente, a los estudiantes y a la sociedad de donde ellos y ellas provienen. Un ciudadano está preparado si ha egresado de una escuela de calidad, por lo tanto, es capaz de enfrentarse y solucionar los problemas que la cotidianidad le presenta en sus diversas actividades laborales realizadas (Álvarez de Zayas, 2005). La escuela debe proporcionar una formación integral con la finalidad de formar personas competentes para satisfacer las variadas demandas de una sociedad cada día más exigente. También denominado proceso enseñanza aprendizaje (PEA), o en otros contextos, proceso docente educativo (PDE), debe garantizar la inserción laboral de los egresados, a fin de contribuir a la mejora de la sociedad en su conjunto (Álvarez de Zayas, 2005). No podemos hablar de calidad docente, si no consideramos la calidad educativa; es decir, la calidad docente está incluida en la calidad educativa, y quizá, sea el elemento más relevante
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