(2012) Muñoz Sanroque, Isabel; Galán González, Arturo::virtual::3195::600; García Amilburu, María::virtual::3196::600; Galán González, Arturo; García Amilburu, María; Galán González, Arturo; García Amilburu, María; Galán González, Arturo; García Amilburu, María
The official documents pertaining to the European Space for Higher Education (ESHE) contain few guidelines regarding the changes required in university teaching; the documents merely state that the changes should be oriented towards a) teaching focused on learning, and b) learning in order to acquire academic-professional competencies. Out of these simple guidelines, National Quality Agencies and governing bodies of the Universities have designed a set of assessments policies implying strong methodological changes in everyday teaching practices. This article provides a critical review of the new European setting and the new features defining the university teaching profession (i.e., the professional skills that ESHE implementation demands from faculty). As a result of the study, five traits that define teaching competency are proposed within the ESHE framework. It is recommended that these dimensions be considered in the design of models that assess the quality of university teaching. Finally, the appropriateness of ANECA’s Docentia Programme for faculty evaluation in this context is examined.
