Teaching-learning methods and their effect on professional development and the development of graduates’ competencies / Métodos de enseñanza-aprendizaje y su efecto en el desarrollo profesional y competencial de los egresados

This article analyses the effect of the teaching-learning methods used in Spanish universities on three measures of educational output: average mark, graduates’ assessment of their professional performance in different dimensions, and their assessment of the acquisition of professional competencies and skills. Multi-level models were used in which graduates (first level) are grouped by field of study (second level). The Class attendance and Written work methods have the most influence on the average mark but influence the graduates’ working future the least, as measured with assessments of professional aspects or competencies. In contrast, Problem-based learning, In-company internships and Practical and methodological knowledge are the methods that bear the most influence on the graduates’ professional careers and their development of specific professional competencies.     

Improving interaction in teacher training programmes: the rise of the social dimension in pre-service teacher education

This paper studies the social side of pre-service teacher education and draws on social network analysis to explore the relation between the social capital of pre-service teachers and their academic and professional success. An online survey was applied to a sample of 321 students enrolled full time either in Preschool Education or Primary Education programmes at the Ramon Llull University-FPCEE Blanquerna in Catalonia, Spain. The instrument consisted of a combination of social network questions and rating scale attributes. Findings allow us to understand the relationship between aspects of the cohort’s social network and key development constructs and demonstrate the importance of considering informal interactions within the programme to improve the performance of pre-service teachers.     

知识工作者个体能力整体维度框架研究与实证分析

从能力观的角度出发,本文提出了由五能力元素组成的知识工作者个体能力整体维度框架。并以此为基础,通过实证研究,比较了各能力元素对管理类知识工作者和技术类知识工作者相对重要性的差异,证实了知识工作者能力的有机性。并提出了一个知识工作者能力的整体框架,为企业有针对性评审、管理和提高知识工作者能力提供有益指导性框架。