La autoeficacia docente e investigadora del profesorado universitario: relación con su estilo docente e influencia en sus concepciones sobre el nexo docencia-investigación

• Montserrat Tesouro i Cid ^[1] ; Enric Corominas Rovira ^[1] ; Joan Teixidó Saballs ^[1] ; Juan Puiggalí Allepuz ^[1]
  1. [1] Universitat de Girona

     Universitat de Girona

     Gerona, España

     
• Localización: Revista de investigación educativa, RIE, ISSN-e 1989-9106, ISSN 0212-4068, Vol. 32, Nº 1, 2014, págs. 169-186
• Idioma: español
• DOI: 10.6018/rie.32.1.172771
• Títulos paralelos:
  • University lecturers ́ self-efficacy as teacher and researcher: relation to approaches to teaching and influence on conceptions of the teaching-research nexus
• Enlaces
  • Texto completo
• Dialnet Métricas: 17 Citas
• Resumen
  • español

    El objetivo de este trabajo es observar si la autoeficacia como profesor e investigador percibida por los profesores universitarios está relacionada con sus estilos o enfoques de enseñar. Se aplicaron dos instrumentos a 259 profesores de la Universidad de Girona con dedicación docente de 9 o más créditos y a miembros activos en tareas de investigación.

    En conclusión la variable autoeficacia como investigador es la variable que genera más diferencias. Los resultados indican que cuanto mayor es la autoeficacia como investigador, más fuerte es la convicción de que la investigación guía la enseñanza. Ciertas convicciones sobre el nexo docencia-investigación son muy diferenciadas según la autoeficacia investigadora y existen menos diferencias en función de las variables género y ámbito de estudio.

  • English

    The aim of this paper was to explore whether self-efficacy as teacher and researcher perceived by university lecturers was related to teaching styles and approaches. Two instruments were administered to 259 teachers at the University of Girona (Spain), who were active researchers and had a teaching workload of 9 ECTS or above. The results showed that self-efficacy as a researcher was the variable which yielded most differences. The higher the self-efficacy of the researcher, the stronger the belief that teaching was guided by research. Certain beliefs about the teaching-research nexus were very different according to the degree of self-efficacy as a researcher, while there were fewer differences in terms of gender and field of study.

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