The functions of the university professor analyzed by its protagonists. A study at university of Seville according to the specialty of the degree and years of experience

Authors

  • Cristina Mayor Ruiz Universidad de Sevilla

DOI:

https://doi.org/10.7203/relieve.2.1.6327

Keywords:

Teaching, University, Higher Education

Abstract

The faculty must attend to three representative functions of this profession: the teaching, the research, and the management. The work that we present intends to investigate in these responsibilities, as well as in the limitations and preoccupations in connection with the professional conditions of the faculty of the University of Seville. The questionnaire is used as strategies of withdrawal of information. The belief of teachers with experience and beginning teachers certifies the fundamental shaft of this work. The analysis of data and the results originating from the same are presented in this study.

Author Biography

Cristina Mayor Ruiz, Universidad de Sevilla

Departamento de Didáctica y Organización Escolar y Métodos de Investigación y Diagnóstico en Educación. Universidad de Sevilla

References

Cornejo, J. M. (1988). Técnicas de investigación social: el análisis de correspondencias (teoría y práctica). Barcelona: PPU. Benedito, V. y Ferreres, V. (1992). Programa de Suport a la innovació de la docénci universitária. Institut de Ciéncies de l'Educació. Universitat Autónoma de Barcelona.

Ballantine, J. (1989). University Teaching around the world. Teaching Sociology, 17, 291-296. Bassis, M. S. (1986). The Quality of Undergraduate Education: Toward an agenda for inquiry and action. Teaching Sociology, 14, 1-11.

http://dx.doi.org/10.2307/1318075

Bisquerra, R. (1987). Introducción a la estadística aplicada a la investigación educativa. Barcelona: PPU Boice, R. (1992). The new Faculty member. San Francisco: Jossey-Bass Publishers.

Clark, S. M. (1986). The Academic Profession and Career: perspectives and Problems. Teaching Sociology, 14, 24-34.

http://dx.doi.org/10.2307/1318296

Cook, E. P., Kinnetz,P. y OwensMisner, N. (1990). Faculty Perceptions of Job Rewards and instructional Development Activities. Innovative Higher Education, 14 (2) 123-130.

http://dx.doi.org/10.1007/BF00889613

Dinham, S. y Stritter, F. (1986). Research on Professional Education. En M. Wittrock (Ed.), Handbook of Research on Teaching. New York, MacMillam, (pp. 952-970).

Donnay, J. (1993). Stratégie de formation pédagogique des nouveaux professeurs d'université. Ponencia presentada a la Jornada sobre Formació Inicial del Professorat Universitari. Barcelona: ICE.

Estatutos de la Universidad de Sevilla (1990). Arts. 4, 17, 22, 103. 1, 103. 2.

Etxeberría, J. y otros (1995). Análisis de datos y textos. Madrid: RaMa.

Fernández, J. (1992). Evaluation and Decision Making in the Complutense University of Madrid. Higher Education Management, 4 (3), 336-345.

Ferreres, V. (1991). Incentivos en el desarrollo profesional del docente universitario. Ponencia presentada al III Jornadas de Didáctica Universitaria "Evaluación y desarrollo profesional". Las Palmas de Gran Canarias.

Gellert, C. (1992). Faculty Research. In B. R. Clark and G. Neave (Eds.), The Encyclopedia of Higher Education, Oxford: Pergamon Press. (pp. 1634-1641).

Harding, A. G. y Sayer, S. (1976). The objetives of Training university teachers. UQ Summer, 299-317.

Kent, D. (1992). Teacher education on a tight-rope. Ponencia presentada al Congreso "Las Didácticas específicas en la formación del profesorado". Santiago de Compostela.

Lawrence, J. H. y Blackburn, R. T. (1985). Faculty Creers: Maturation, Demographic and Historical Effects. Citado por Ferreres, V. (1991) Incentivos en el desarrollo profesional del docente universitario. Ponencia presentada a las III Jornadas de Didáctica Universitaria. Las Palmas de Gran Canaria.

Ley de Reforma Universitaria (1983). Arts. 1. 2, 8. 3, 11.

Lovett, C. M. y otros. (1984). Vitality without mobility: The Faculty opportunities audit. American Association for Higher Education, 4, 2-43.

Marcelo, C. (1991). El perfil del profesor universitario y su formación inicial. Ponencia presentada al III Jornadas Nacionales de Didáctica Universitaria "Evaluación y desarrollo profesional". Las Palmas de Gran Canaria.

Mayor, C. (1992). La formación del profesor principiante de universidad. Trabajo de investigación. Sevilla: Grupo de Investigación Didáctica.

Miles, M. B. y Huberman, A. M. (1994). Qualitative Data Analysis. Newbury Park. CA: Sage Publications.

Mingorance, P., Mayor, C. y Marcelo, C, (1993). Aprender a enseñar en la Universidad: Un estudio sobre los profesores principiantes de la Universidad de Sevilla. Sevilla: Grupo de Investigación Didáctica.

Moreland-Young, C. (1983). Teaching analytical and thinking skill in a content course. En P. A. Lacey (Ed.) Revitalizing teaching throuh faculty development. Jossey-Bass, (pp. 41-48).

Santos Guerra, M. A. (1992). L'organització de l'ensenyament a la Universitat o el sistema de les capses xineses. Temps d'Educació: Revista de la Divisió de Ciencies de l'Educació (12), 43-60.

Schewen, T. M. y Sorcinelli, M. D. (1983). A profile of a postdoctoral teaching program. En P. A. Lacey (Ed. ) Revitalizing teaching throuh faculty development. Jossey-Bass, (pp. 81-94).

http://dx.doi.org/10.1002/tl.37219831510

Tan, D. L. (1991). Evaluación de la caliad de la enseñanza superior: una revisión de la bibliografía y la investigación. En M. De Miguel, J.G. Mora y S. Rodríguez, La evaluación de las instituciones universitarias. Madrid: Consejo de Universidades, Secretaría General, (pp. 165-212).

Sundre, D. L. (1992). The specificationo the content domain of faculty scholarship. Reasearch in higher education, 33 (3), 297-315.

http://dx.doi.org/10.1007/BF00992264

Downloads

Issue

Vol. 2 No. 1 (1996)

Section

Research Articles

License

The authors grant non-exclusive rights of exploitation of works published to RELIEVE and consent to be distributed under the Creative Commons Attribution-Noncommercial Use 4.0 International License (CC-BY-NC 4.0), which allows third parties to use the published material whenever the authorship of the work and the source of publication is mentioned, and it is used for non-commercial purposes. 

    The authors can reach other additional and independent contractual agreements, for the non-exclusive distribution of the version of the work published in this journal (for example, by including it in an institutional repository or publishing it in a book), as long as it is clearly stated that the Original source of publication is this magazine.  

    Authors are encouraged to disseminate their work after it has been published, through the internet (for example, in institutional archives online or on its website) which can generate interesting exchanges and increase work appointments. 

   The fact of sending your paper to RELIEVE implies that you accept these conditions.