Professors’ Competences Through the Perspective of STEM Students
Tertiary education institutions educate a great number of individuals of all ages every year with the aim to assist them in developing a set of skills, knowledge, competences and attitudes. The overall aim of the education process is dual: employment and contribution to society. Actors with a direct impact in this process are the professors, teachers with various roles, lecturers or heads of laboratories, supervisors or examiners.
While teachers in all levels of formal education are trained in specialised institutions and acquire formal teaching qualification, higher education professors lack such education in most cases. Consequently, the question raised is what competences a university professor should have in order to reach a quality teaching practice. In modern times, these competences are not limited to teaching, since professors perform multiple roles. Interpersonal competences, designing and implementing the learning process as well as innovation are also in demand.
This study will reflect how students in European STEM education perceive professors’ competences within the given framework, based on their university, field of study and degree. The conclusion is reached on which competences are of more importance and which should be reinforced in order to improve the quality of transmitting the knowledge in higher educational institutions.
KeywordsSTEM Professor competences Student perception
- 2.Brownell, S., Tanner, K.: Barriers to faculty pedagogical change: lack of training, time, incentives, and… tensions with professional identity? CBE—Life Sci. Educ. 11, 339–346 (2012)Google Scholar
- 3.Gougoulakis, P.: Educating scientists philosophy and practice of University Pedagogy. Academia 2017(8), 35–75 (2017)Google Scholar
- 4.Lopez, D., Perez-Poch, A.: Detecting which teaching competences should be reinforced in an engineering lecturer training program. In: 44-th SEFI Conference, 12–15 September 2016 (2016)Google Scholar
- 6.BEST: Principles of Effective Teaching and Learning & Class and Course Organisation. BEST Event on Education (EoE Ankara) (2015). https://issuu.com/bestorg/docs/eoe_ankara_final_report
- 7.BEST: Teach me to Teach you. BEST Event on Education (EoE Copenhagen) (2016). https://issuu.com/bestorg/docs/eoe-copenhagen
- 8.BEST: Teaching with Technology. BEST Event on Education (EoE Bratislava) (2015).https://issuu.com/bestorg/docs/baco_bratislava
- 9.Carreras Barnés, J.: El concepto de competencia y el diseño de planes de estudio a partir de perfiles competenciales. Dos cuestiones que hay que aclarar en el marco de las EEES. In El Debate sobre las competencias a la enseñanza universitaria, pp. 8–25. ICE UB, Barcelona (2005)Google Scholar
- 12.Winterton, J., Delamare-Le Deist, F., Stringfellow, E.: Typology of knowledge, skills and competences. Office for Official Publications of the European Communities, Luxembourg (2006)Google Scholar
- 13.Gonzales, J., Wagenaar, R.: Tuning educational structures in europe: Final report Phase I. University of Duesto & University of Groningen. http://www.relint.deusto.es/TUNINGProject/doc_tuning_phase1.asp. Accessed 31 July 2011
- 17.BEST: Survey Report - Professors’ Competences Through the Perspective of STEM Students (2017). https://issuu.com/bestorg/docs/stem-prof-competences-survey-report