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| Natura: | Artículo científico |
| Lingua: | en |
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Universidad Nacional de Colombia
2018
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| Accesso online: | https://www.redalyc.org/articulo.oa?id=64358742005 https://www.redalyc.org/journal/643/64358742005/ https://www.redalyc.org/journal/643/64358742005/html/ https://www.redalyc.org/journal/643/64358742005/64358742005.epub https://www.redalyc.org/journal/643/64358742005/movil |
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| _version_ | 1866812514957787136 |
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| author | G. D. G. Carvalho |
| author_facet | G. D. G. Carvalho |
| contents | Competencies and Performance of Engineering Professors: Evidence from a Brazilian Public University G. D. G. Carvalho R. O. Corrêa H. G. Carvalho A. M. D. P. Vieira R. F. Stankowitz J. L. G. Kolotelo Ingeniería Brazil Education evaluation higher education Engineering educator This research aims to analyze the influence of Engineering professors' competencies on their performance, as perceived by Engineering students and graduates from a Brazilian federal public university. Regarding methodology, a set of Engineering educators' competencies were proposed, identified, and validated by exploratory factor analysis (EFA), parallel analysis, internal consistency (Cronbach's alpha), and partial confirmatory factor analysis (PCFA) in a sample of 139 Engineering students and graduates (engineers), who answered a 35-item questionnaire. Results reveal three main competencies (namely, content-pedagogical knowledge, innovation-inspiring attitudes, and emotional skills) that further the research on the competencies of Engineering professors. First, content-pedagogical knowledge is perceived by students as a single, merged competence. Second, Engineering students not only need to develop innovation competencies, but Engineering educators also have to develop innovation-inspiring attitudes to motivate students' innovativeness. Third, emotional skills also play an important role in professors' performance. Finally, the impact of these competencies on Engineering educators' performance was confirmed and analyzed by means of a logistic regression. 2018 artículo científico 0120-5609 https://www.redalyc.org/articulo.oa?id=64358742005 https://www.redalyc.org/journal/643/64358742005/ https://www.redalyc.org/journal/643/64358742005/html/ https://www.redalyc.org/journal/643/64358742005/64358742005.epub https://www.redalyc.org/journal/643/64358742005/movil 10.15446/ing.investig.v38n3.70998 en http://www.redalyc.org/revista.oa?id=643 Ingeniería e Investigación application/pdf Universidad Nacional de Colombia Ingeniería e Investigación (Colombia) Num.3 Vol.38 |
| format | Artículo científico |
| id | redalyc_64358742005 |
| language | en |
| publishDate | 2018 |
| publisher | Universidad Nacional de Colombia |
| spellingShingle | Competencies and Performance of Engineering Professors: Evidence from a Brazilian Public University G. D. G. Carvalho Ingeniería Brazil Education evaluation higher education Engineering educator Competencies and Performance of Engineering Professors: Evidence from a Brazilian Public University G. D. G. Carvalho R. O. Corrêa H. G. Carvalho A. M. D. P. Vieira R. F. Stankowitz J. L. G. Kolotelo Ingeniería Brazil Education evaluation higher education Engineering educator This research aims to analyze the influence of Engineering professors' competencies on their performance, as perceived by Engineering students and graduates from a Brazilian federal public university. Regarding methodology, a set of Engineering educators' competencies were proposed, identified, and validated by exploratory factor analysis (EFA), parallel analysis, internal consistency (Cronbach's alpha), and partial confirmatory factor analysis (PCFA) in a sample of 139 Engineering students and graduates (engineers), who answered a 35-item questionnaire. Results reveal three main competencies (namely, content-pedagogical knowledge, innovation-inspiring attitudes, and emotional skills) that further the research on the competencies of Engineering professors. First, content-pedagogical knowledge is perceived by students as a single, merged competence. Second, Engineering students not only need to develop innovation competencies, but Engineering educators also have to develop innovation-inspiring attitudes to motivate students' innovativeness. Third, emotional skills also play an important role in professors' performance. Finally, the impact of these competencies on Engineering educators' performance was confirmed and analyzed by means of a logistic regression. 2018 artículo científico 0120-5609 https://www.redalyc.org/articulo.oa?id=64358742005 https://www.redalyc.org/journal/643/64358742005/ https://www.redalyc.org/journal/643/64358742005/html/ https://www.redalyc.org/journal/643/64358742005/64358742005.epub https://www.redalyc.org/journal/643/64358742005/movil 10.15446/ing.investig.v38n3.70998 en http://www.redalyc.org/revista.oa?id=643 Ingeniería e Investigación application/pdf Universidad Nacional de Colombia Ingeniería e Investigación (Colombia) Num.3 Vol.38 |
| title | Competencies and Performance of Engineering Professors: Evidence from a Brazilian Public University |
| topic | Ingeniería Brazil Education evaluation higher education Engineering educator |
| url | https://www.redalyc.org/articulo.oa?id=64358742005 https://www.redalyc.org/journal/643/64358742005/ https://www.redalyc.org/journal/643/64358742005/html/ https://www.redalyc.org/journal/643/64358742005/64358742005.epub https://www.redalyc.org/journal/643/64358742005/movil |