Atributos de una docencia de calidad en la educación superior: una revisión sistemática

TL;DR: In this article, the authors present a systematic review of the attributes that constitute high quality teaching in higher education by extracting data on the characteristics of 'excellent' teachers, including personal, attitudinal, and communicational characteristics.

Abstract: espanolLa presente revision analiza de forma sistematica los atributos de una docencia de calidad en la educacion superior, extrayendo informacion sobre caracteristicas y cualidades que constituyen una docencia de 'excelencia'. La busqueda documental se llevo a cabo a traves de la triangulacion de diversas fuentes, identificando 25 articulos. Mediante un analisis tematico, dos autores de forma independiente analizaron y codificaron los atributos de un docente de calidad, clasificandolos en tres competencias: las genericas (caracteristicas personales, actitudinales y comunicativas); las pedagogicas (estrategias de ensenanza-aprendizaje y de planificacion-gestion); y las disciplinares. Se presentan sus implicancias y sus indicadores especificos. Las caracteristicas identificadas son factibles de ser modificadas, aprendidas y entrenadas. Estudiantes y profesores resaltan la necesidad fundamental de prepararse para ser profesor universitario, teniendo presente el papel crucial que juegan las variables de tipo genericas, pedagogicas y disciplinares, tanto en la interaccion profesor-estudiante como en la facilitacion del aprendizaje. EnglishThe aim of this systematic review is to analyse the attributes that constitute high quality teaching in higher education by extracting data on the characteristics of 'excellent' teachers. A literature search was conducted through the triangulation of multiple sources, identifying 25 articles. Through a thematic analysis, two authors independently reviewed and coded the attributes of quality teaching classifying them into three categories: generic competencies (personal, attitudinal, and communicational characteristics); pedagogical competencies (teaching and learning strategies, and planning and management); and disciplinary competencies. Further implications of each attribute with their specific indicators are described. The characteristics identified, in general, are feasible to be trained, modified, and learned. Students and faculty emphasised the critical need for university teachers to be professionally prepared to teach and for them to consider the relevance of generic, pedagogical, and disciplinary variables as determinants of a good teacher-student interaction and for the facilitation of learning.