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This paper presents a conceptual clarification of the term 'competences', outlining the authors' personal stance and examining different theoretical currents which offer differing views of this construct. Its polysemy and ambiguity generate different conceptions and, consequently, encompass different educational practices within university education. An exhaustive characterisation of this concept helps to identify its significant features: its holistic, comprehensive, contextual, axiological, transferable and evolutionary nature. This paper shows the potential of competences to offer frameworks of reference for the new model of university teaching proposed in the European Higher Education Area. Hence, competences appear as broad ends in themselves which frame the purposes and formative and professional profile of university course programmes, whilst at the same time facilitating the selection of contents, understood as cultural media, which in turn facilitate the acquisition of relevant, in-depth, interdisciplinary, flexible and creative knowledge. Competences allow us to design learning situations and to choose methodological principles which emerge from involving students in research processes in order to acquire new knowledge. Similarly, evaluation is affected by the inclusion of competences in the curriculum, requiring the application of an approach to training which is materialised through the use of different instruments to evaluate the processes and not just academic results. Finally, the paper analyses certain circumstances which have hindered the real application of competences in scenarios of higher education, proposing the RIECU network as an example of good practices for the development of professional competences in prospective Pre-Primary school teachers. [ABSTRACT FROM AUTHOR]

The current crisis, unsustainable growth, financial scandals involves reflection on the role of universities in the professional training, particularly those who have to manage businesses. On this issue, there is a perception that the teaching of ethics and corporate social responsibility (CSR) is insufficient (Baetz and Sharp, 2004; Kashyap et al., 2006). In this regard, universities play a fundamental role due both to the impact of the incorporation of CSR into the design of their study and research programs, and its incorporation into universities' mission, vision, and corporate strategy (Muijen, 2004). Then, the present study focuses jon analyzing both the definition of educational objectives and skills development to be acquired by students as the level of inclusion of CSR offered by Spanish universities. In particular, the present paper focuses on analyzing reports verified by National Agency for Quality Assessment of degrees related to the organizational management area implemented in the 2010-2011 academic course, which degrees has been developed based on European Higher Education Area. Based on previous papers, the results of the present paper show that the Bologna process and the Higher Education reform in Spanish universities have promoted an increase of the presence of CSR in the business education. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Investigación en Educación is the property of Universidad de Vigo, Facultad de Ciencias de la Educacion y del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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The present article starts from questioning which currently are the most important skills for the exercise of the journalism as a profession. The research is based on the application of an online questionnaire as an instrument to collect data from professionals, teachers, students and academic managers (N=103) complemented by interviews with professionals in the field of Journalism in Spain. The article presents the assessment of the respondents about the usefulness of disciplinary knowledge (knowledge), professional skills (know-how), academic skills and other specific skills proposed in the ANECA White Paper, in its version of 2004. The data has been analyzed using the statistical software SPSS VX. The main results allow us to observe that a relevant assessment is maintained towards traditional skills of the journalist profile, and to these are added others that are in tune with the challenges proposed by the technological and social changes. [ABSTRACT FROM AUTHOR]

Copyright of Sinergia Académica is the property of Editorial Tecnocientifica Americana (ETECAM) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revistade Ingenierías Interfaces is the property of Revista de Ingenierias INTERFACES and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper we analyze the learning results with regard to science that future teachers of early childhood education hope to obtain when they prepare teaching units while studying "Teaching Science Education" as part of their Pre-school Education degree at the Valencia University. In order to carry out this objective, an analytical tool has been created, based on expected learning results, as regards the professional competencies specified by the accredited degree program for our area of knowledge. This tool has been used by three independent researchers to analyze 19 teaching units, prepared by 76 students during the last year of their degree during two academic years, when they studied the subject of Teaching Science. The results show that, as the specificity of expected learning results in the area of science increases, they become the less consolidated, which raises the necessity for a revision of teaching contents and their development in university curricula to improve the training of early childhood teachers in the field of teaching of science. [ABSTRACT FROM AUTHOR]

Resumen Este ensayo (en dos partes) acerca del papel que juega la educación en nuestro tiempo inicia con una afirmación: para captar lo medular de la educación en boga, es preciso caracterizar la sociedad respectiva. Así, se identifican los rasgos distintivos del mundo actual, que llevan a definirlo como “ el agotamiento y la ruina de una civilización basada en el lucro sin límites ”, del cual se infiere el carácter pasivo de la educación “realmente existente” que mantiene el statu quo y preserva los atributos degradantes de las sociedades actuales: pasividad, individualismo, competitividad, consumismo y alta vulnerabilidad al control y la manipulación. En la disyuntiva: competencia o aptitud no son sinónimos, sino conceptos propios de enfoques radicalmente distintos de entender y practicar la educación. La competencia es lo actual de la educación pasiva basada en una idea de conocimiento como consumo, acumulación y retención de información. La aptitud es emblema de la educación participativa , motivo de la segunda parte. La educación pasiva , presente en el modelo educativo por competencias profesionales , se especifica en términos de programas, perfiles, niveles, actividades escolares, evaluación, idea de progreso y consecuencias sociales. Se argumenta que, lejos de ser palanca de progreso auténtico y primacía de los valores que sustentan la superación espiritual, intelectual y moral de la condición humana, es “cómplice” del colapso civilizatorio. This paper begins with a statement: It is necessary to characterize the respective society to be able to understand the education's core. Distinctive features of the present-day world lead us to define it as the ruin of a civilization based on limitless financial gain, where education has a passive quality, responsible of maintaining the status quo as well as preserving the degrading attributes of actual societies: individualism, passivity, competitiveness, consumerism and high vulnerability to control and manipulation. About the dilemma: competency or aptitude, these are not synonyms but concepts pertaining radically different approaches to the practice and understanding of education. Competency represents the actual tendencies of passive education, where knowledge is just about acquiring information. Aptitude refers to participatory education, described in the second part of this essay. The passive education is present in the professional competencies model, specified in terms of curricula, profiles, levels, school activities, evaluation, concept of progress and social consequences. This paradigm does not foster real progress—defined as the primacy of values sustaining spiritual, intellectual and moral development but as an “accomplice” of the civilization's collapse. [ABSTRACT FROM AUTHOR]

This paper presents a conceptual clarification of the term ‘competences‘, outlining the authors‘ personal stance and examining different theoretical currents which offer differing views of this construct. Its polysemy and ambiguity generate different conceptions and, consequently, encompass different educational practices within university education. An exhaustive characterisation of this concept helps to identify its significant features: its holistic, comprehensive, contextual, axiological, transferable and evolutionary nature. This paper shows the potential of competences to offer frameworks of reference for the new model of university teaching proposed in the European Higher Education Area. Hence, competences appear as broad ends in themselves which frame the purposes and formative and professional profile of university course programmes, whilst at the same time facilitating the selection of contents, understood as cultural media, which in turn facilitate the acquisition of relevant, in-depth, interdisciplinary, flexible and creative knowledge. Competences allow us to design learning situations and to choose methodological principles which emerge from involving students in research processes in order to acquire new knowledge. Similarly, evaluation is affected by the inclusion of competences in the curriculum, requiring the application of an approach to training which is materialised through the use of different instruments to evaluate the processes and not just academic results. Finally, the paper analyses certain circumstances which have hindered the real application of competences in scenarios of higher education, proposing the RIECU network as an example of good practices for the development of professional competences in prospective Pre-Primary school teachers.

Se presenta una clarificación conceptual del término competencias, explicitando nuestra posición personal e indagando en diferentes corrientes teóricas que aportan diferentes visiones de este constructo. Su polisemia y ambigüedad genera diferentes concepciones y, como consecuencia, ampara diversas prácticas educativas en el ámbito universitario. Una caracterización exhaustiva de este concepto permite identificar como rasgos relevantes su carácter holístico, integral, contextual, axiológico, transferible y evolutivo. Se muestra la potencialidad de las competencias para instaurarse como marcos de referencia del nuevo modelo docente universitario propuesto en el Espacio Europeo de Educación Superior. De este modo, las competencias aparecen como amplias finalidades que enmarcan los propósitos y el perfil formativo y profesional de las titulaciones, al tiempo que facilitan la selección de unos contenidos entendidos como soportes culturales que facilitan la adquisición de un conocimiento relevante, profundo, interdisciplinar, flexible y creativo. Las competencias permiten diseñar situaciones de aprendizaje y elegir principios metodológicos que surgen de la implicación del alumnado en procesos de investigación para adquirir nuevos saberes. Del mismo modo, la evaluación se ve afectada por la inclusión de las competencias en el currículum, necesitando aplicar una concepción formativa que se concreta en el uso de diversos instrumentos para valorar el proceso y no solo los resultados académicos. Finalmente analizamos algunas circunstancias que han dificultado la aplicación real de las competencias en los escenarios de educación superior, proponiendo la red RIECU como ejemplo de buena práctica para el desarrollo de competencias profesionales en los futuros docentes de Educación Infantil. ABSTRACTThe Controversial Application of Competences in Teacher Training at University.This paper presents a conceptual clarification of the term ‘competences‘, outlining the authors‘ personal stance and examining different theoretical currents which offer differing views of this construct. Its polysemy and ambiguity generate different conceptions and, consequently, encompass different educational practices within university education. An exhaustive characterisation of this concept helps to identify its significant features: its holistic, comprehensive, contextual, axiological, transferable and evolutionary nature. This paper shows the potential of competences to offer frameworks of reference for the new model of university teaching proposed in the European Higher Education Area. Hence, competences appear as broad ends in themselves which frame the purposes and formative and professional profile of university course programmes, whilst at the same time facilitating the selection of contents, understood as cultural media, which in turn facilitate the acquisition of relevant, in-depth, interdisciplinary, flexible and creative knowledge. Competences allow us to design learning situations and to choose methodological principles which emerge from involving students in research processes in order to acquire new knowledge. Similarly, evaluation is affected by the inclusion of competences in the curriculum, requiring the application of an approach to training which is materialised through the use of different instruments to evaluate the processes and not just academic results. Finally, the paper analyses certain circumstances which have hindered the real application of competences in scenarios of higher education, proposing the RIECU network as an example of good practices for the development of professional competences in prospective Pre-Primary school teachers.

Objetivo: incrementar la adquisición de competencias profesionales en los estudiantes de médicina familiar ubicados mayoritariamente en sedes académicas cuya supervisión y asesoría resulta difícil, por distancia, ubicación geográfica y turno laboral. Métodos: se creó un grupo de expertos integrado por nueve profesores que incluyó a tres especialistas en medicina familiar, dos terapeutas familiares, un subespecialista en orientación familiar, un maestro en educación médica, un psiquiatra y una psicóloga. Su misión fue desarrollar un instrumento piloto, que permitiera apreciar la práctica profesional de los médicos a través de los videos. Finalmente, se decidió valorar cinco dimensiones: 1. Imagen personal y profesional, 2. Imagen del consultorio, 3. Comunicación verbal y no verbal, 4. Práctica clínica y 5. Abordaje familiar. Se describen cada una de las dimensiones valoradas. Resultados: se obtuvo una herramienta valiosa para el proceso de enseñanza aprendizaje en medicina familiar, que permitió mejorar las habilidades y destrezas del médico en el abordaje del paciente y la familia así como el asesoramiento del profesor al alumno en el desarrollo de las habilidades clínicas y las actitudes en la consulta cotidiana. Conclusiones: la herramienta presentada es una estrategia educativa que busca finalmente, incrementar las capacidades del médico familiar para que pueda otorgar una mejor atención al paciente y su familia.Objective: to increase the acquisition of professional competences in those family medicine students who are mostly located in academic institutions and are difficult to be supervised and advised, due to distance, geographic location and work shifts. Methods: a group of experts made up of nine professors including three family medicine specialists, two family therapists, a family counseling specialist, a medical education professor, a psychiatrist and a psychologist was created. The mission of this group was to develop a pilot instrument that allows observing the professional practice of the physicians through videos. Finally, five dimensions were chosen to be assessed: 1- personal and professional image, 2- the physician's office image, 3- verbal and non-verbal communication, 4-Clinical practice and 5-Family approach. All these assessed dimensions were described in the paper. Results: a valuable tool for the teaching/learning process was obtained. It allowed improving the abilities and dexterities of the physician in dealing with the patient and the family, as well as the possibilities of the professor for giving advice to the student in terms of development of clinical abilities and individual attitudes in the daily medical work. Conclusions: the tool described in this paper is an educational strategy aimed at increasing the capacities of the family physicians to provide better care to their patients and families.

The current crisis, unsustainable growth, financial scandals involves reflection on the role of universities in the professional training, particularly those who have to manage businesses. On this issue, there is a perception that the teaching of ethics and corporate social responsibility (CSR) is insufficient (Baetz and Sharp, 2004; Kashyap et al., 2006). In this regard, universities play a fundamental role due both to the impact of the incorporation of CSR into the design of their study and research programs, and its incorporation into universities’ mission, vision, and corporate strategy (Muijen, 2004). Then, the present study focuses jon analyzing both the definition of educational objectives and skills development to be acquired by students as the level of inclusion of CSR offered by Spanish universities. In particular, the present paper focuses on analyzing reports verified by National Agency for Quality Assessment of degrees related to the organizational management area implemented in the 2010-2011 academic course, which degrees has been developed based on European Higher Education Area. Based on previous papers, the results of the present paper show that the Bologna process and the Higher Education reform in Spanish universities have promoted an increase of the presence of CSR in the business education.

La crisis actual, el crecimiento insostenible, los escándalos financieros, exigen una reflexión sobre el papel de las universidades en la formación de profesionales, particularmente de aquéllos que tienen que administrar y gestionar empresas. En este sentido, existe una percepción de que la formación en valores éticos y en una conducta socialmente responsable de estos profesionales es insuficiente (Baetz y Sharp, 2004; Kashyap et al., 2006). Es por ello que el presente trabajo se encarga de analizar, tanto la definición de objetivos y competencias a adquirir por los estudiantes, como la oferta formativa de las universidades españolas en materia de responsabilidad social (RSC). Para ello se tomará como referencia las memorias verificadas positivamente por la Agencia Nacional de Evaluación y Acreditación de la Calidad (ANECA) de los títulos más cercanos al ámbito de la gestión de organizaciones ofertados por las universidades españolas en el curso 2010/2011, momento en el cual comienza a impartirse los nuevos grados adaptados al Proceso de Bolonia, con la finalidad de comparar los resultados obtenidos con la literatura. Sobre este particular, el presente estudio muestra que la adaptación de la oferta formativa universitaria al Espacio Europeo de Educación Superior ha supuesto una mayor presencia de la RSC en los estudios universitarios. ABSTRACTThe Bologna process and the Higher Education reform: Has there been greater incorporation of Corporate Social Responsibility in business education in Spain?The current crisis, unsustainable growth, financial scandals involves reflection on the role of universities in the professional training, particularly those who have to manage businesses. On this issue, there is a perception that the teaching of ethics and corporate social responsibility (CSR) is insufficient (Baetz and Sharp, 2004; Kashyap et al., 2006). In this regard, universities play a fundamental role due both to the impact of the incorporation of CSR into the design of their study and research programs, and its incorporation into universities’ mission, vision, and corporate strategy (Muijen, 2004). Then, the present study focuses jon analyzing both the definition of educational objectives and skills development to be acquired by students as the level of inclusion of CSR offered by Spanish universities. In particular, the present paper focuses on analyzing reports verified by National Agency for Quality Assessment of degrees related to the organizational management area implemented in the 2010-2011 academic course, which degrees has been developed based on European Higher Education Area. Based on previous papers, the results of the present paper show that the Bologna process and the Higher Education reform in Spanish universities have promoted an increase of the presence of CSR in the business education.

The field of Language Learning is a living process in constant flux. Nowadays and based on pedagogical principles like meaningful and unconscious learning, approaches such as CLIL have become important in the area of language teaching methodology, pursuing the learning of those languages through the study of subjects such as Science, History and Art in the foreign tongue itself. What kind of teacher should be delivering this specific training is the question dealt with in this paper. Using a thorough research process, including an in-depth literature review of current CLIL Teacher models, the participation of professional practice among experienced up-to-date CLIL teachers, and combined with a validation process carried out by experts in the field, a concrete, reality-based, widely-structured model of competencies is presented, describing the figure of an Effective CLIL Teacher. The ultimate goal is to go even further by designing specific training and evaluation tools based upon this model. [ABSTRACT FROM AUTHOR]

This paper offers an account of an ongoing investigation of the Institute of Higher Education "Dr. Domingo Cabred" of Cordoba, approved through a contest by the program "To know to influence teaching practices 2011", promoted by the INFD, Ministry of Education, Science and Technology of the Nation. The research is conducted by a team of three teachers, one associate, and two students of this institution, which is positioned as an educational and social point of reference in the field, and its graduates have historically had strong demand in the field of special education, as well as in the integration proposals for common schools. This project aims to identify the job skills that students who graduate from the Faculty of Special Education, trained for dealing with students with impaired hearing and deafness, need for their future professional performance. As teachers in these training courses we are concerned with learning how these students, after the first two years of their graduation, are able to get incorporated into their specific labor area. The research results will enable us to have a better look at the processes of internal training in order to analyze the pedagogical training proposal, and its relationship with the graduates' chances of inclusion in their professional field. The research design is based on a descriptive, exploratory, and comparative study, using a qualitative approach. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Gestión de las Personas y Tecnologías is the property of Revista Electronica Gestion de las Personas y Tecnologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Revista Fatec Zona Sul (REFAS) is the property of Revista Fatec Zona Sul (REFAS) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this paper is to propose service-learning as a training strategy useful for the acquisition of professional competences (teaching-learning), since it is a strategy that perfectly assumes the double objective of higher education: training for work and training for active citizenship. In this sense, it is argued that it is a highly practical training modality that integrates, within the group of professional competences, the social, ethical and civic dimensions of professional profiles. To this purpose, the notions of competences and service-learning are clarified, and subsequently attention is focused on the consequences and implications of these approaches on the acquisition and development of professional competences. [ABSTRACT FROM AUTHOR]

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of DYNA - Ingeniería e Industria is the property of Publicaciones Dyna SL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper intends to identify the professional competencies that teachers working in the autonomous community of Madrid consider necessary in their educational practice. With this aim, a questionnaire was designed to analyze the importance of such competencies to teachers in the practice of their profession, the employment of these competencies, and training the teachers received in how to carry these competencies. Next, our compiled results are compared with those of other research in this field, and finally some proposals for initial training are put forward. [ABSTRACT FROM AUTHOR]

El artículo plantea un análisis empírico sobre las posibilidades de aplicación de las nuevas tecnologías de la información al proceso de reclutamiento de personal. Las competencias sociales y cognitivas que requieren las nuevas formas de organización de la producción plantean nuevos métodos de aprendizaje y la actualización del desarrollo de capacidades y comportamientos. Se trata de renovar y completar las competencias profesionales en un proceso permanente que implica la adopción de una política de reclutamiento orientada por la consideración del conocimiento como elemento diferenciador de competitividad empresarial y de creación de riqueza.

The purpose of this paper is to evaluate an innovative experience in the acquisition and development of professional competences in the practicum, taking the learning contract as reference. It needs a draft decision agreed by the work-practice centres, where the competences to be analysed in different case scenarios are to be defined. The innovative experience is focused from a descriptive exploratory study through a mixed sequential approach, where the quantitative approach precedes the qualitative one. It has been based on a case study (UAB Pedagogy studies). The results show that the students have a quite acceptable activation assessment and development of their professional profile competences regarding the generic-transversal competences, with a similar assessment for each of those competences keeping stable during the three analysed years. However, it can also be verified that the assessment of the specific competences is uneven, in a medium level. It concludes that those differences are mainly due to the type of practicum and the type of centres, which enable different possible activation and development of competences. It also concludes that there is no balance between what is activated and developed, and what should be activated in the specific competencies. Therefore, there is evidence of the need to increase the activation of specific competences in all their functions (evaluation, design, development, management and research-innovation).