Development of generic skills in undergraduate students in Hispano-American Language and Literature
Keywords:
Generic skills, Educational model, Active methodologies, Self-regulation, LiteratureAbstract
T
At a national and international level, literature professionals are required to contribute to the correct handling of the language and to spread the culture, through various differential attributes. In this context, this research seeks to analyze the development of generic skills in students of the Bachelor's Degree in Hispano-American Language and Literature at the Autonomous University of Tlaxcala (UATX), Mexico. Through a quantitative methodology and the application of an online questionnaire, the perceptions of a group of students in relation to the acquisition of generic skills of the Tuning model (n= 33) are analyzed. In addition, a documentary review of the Study Plan of the analyzed degree is carried out. Results indicate that the level of skill development in this group of students is acceptable (M= 3.917; SD= 0.974). Constructive coherence is also observed between the institutional declarations and the development of generic skills in the surveyed students. It is concluded that, although there is a generic graduation profile and a set of subjects that contribute to it, it is necessary to develop generic cskills, in an integral way, through active methodologies and inter-, multi- and trans-disciplinary work.
References
Alwi, N.A., Thahar, H.E. y Asri, Y. (2019). Developing Students’ Soft Skill through Children Literature. Advances in Social Science, Education and Humanities Research, 178. 1st International Conference of Innovation in Education (ICoIE 2018). http://repository.unp.ac.id/29875/1/YASNUR%20ASRI%205%2055912957.pdf
Chondekar, N. R. (2019). Significance and Application of Soft Skill Development in Teacher Education. International Journal of Science and Research, 12, 1964-1966. https://www.ijsr.net/archive/v8i12/31121903.pdf
Cumming, A. y Michael Ross, M. (2008). The Tuning Project (Medicine) - Learning outcomes / competences for undergraduate medical education in Europe. https://www.researchgate.net/publication/297419241_The_Tuning_Project_Medicine_-_Learning_outcomes_competences_for_undergraduate_medical_education_in_Europe#fullTextFileContent
González, J. y Wagenaar, R. (2006). Tuning Educational Structures in Europe. Informe Final. Fase 2. Contibución de las universidades al proceso de Bolonia. http://tuningacademy.org/wp-content/uploads/2014/02/TuningEUI_Final-Report_SP.pdf
González, J. y Wagenaar, R. (Eds.). (2008). Universities' contribution to the Bologna Process: An introduction (2nd ed.). Bilbao, Spain: University of Duesto. http://www.unideusto.org/tuningeu/images/stories/Publications/ENGLISH_BROCHURE_FOR_WEBSITE.pdf
Levin, J. y Jacobson, M. (2017). Education as a Complex System: Implications for Educational Research and Policy [Paper]. American Educational Research Association Meetings. https://www.researchgate.net/publication/312938036_Education_as_a_Complex_System_Implications_for_Educational_Research_and_Policy
R Core Team (2017). A Language and Environment for Statistical Computing. https://www.R-project.org/
Rychen D.S. & Salganik, L.H. (Eds.). (2003). Key Competencies for a Successful Life and a WellFunctioning Society. Hogrefe & Huber. file:///Users/fernandovera/Desktop/Coaching/Definition_and_Selection_of_Competencies.pdf
Rychen, D. S. y Laura H. Salganik, L. H. (eds.) (2001). Defining and Selecting Key Cmpetences. Hogrefe & Huber Publishers.
Schooley, R. (2017). Why are So Skills Missing in Today's Applicants. [Murray State Theses and Dissertations. 42]. https://digitalcommons.murraystate.edu/etd/42
Simeon-Fayomi B. C., Cheatan, B. S. y Oludeyi, O.S (2018). Soft Skills for Young Adults: Circuit In The Formal, Non-Formal and Informal Models. Issues and Ideas in Education, 6(1), 99–112. https://files.eric.ed.gov/fulltext/ED609827.pdf
Spirovska, E. (2015). Integrating soft skills in higher education and the EFL classroom: knowledge beyond language learning. SEEU Review, 11(2), 95-106. https://www.researchgate.net/publication/299999967_Integrating_soft_skills_in_higher_education_and_the_EFL_classroom_Knowledge_beyond_language_learning
Sultanova, L., Hordiienko, V., Romanova, G. y Tsytsiura, R. (2021). Development of soft skills of teachers of Physics and Mathematics. Journal of Physics: Conference Series, 1840, 1-14. https://iopscience.iop.org/article/10.1088/1742-6596/1840/1/012038/pdf
Tang, K. N., Nor Hashimah, H. y Hashimah, M.Y. (2015). Novice teacher perceptions of soft skills needed in today’s workplace. Procedia Social and Behavioral Sciences.. 177, 284-288. https://rediie.cl/wp-content/uploads/Novice-Teacher-Perceptions-of-the-Soft-Skills-Needed-in-Todays-Workplace.pdf
Vera, F. (2017). Infusión de habilidades blandas en el currículo de la educación superior: Clave para el desarrollo de capital humano avanzado. Revista Akadèmeia, 15(1), 53-73. https://revistas.ugm.cl/index.php/rakad/article/view/137/129
Vera, F. (2018a). Transformación curricular. El caso de una universidad privada chilena. Revista Iberoamericana de Educación / Revista Ibero-americana de Educação, 79(2), 23-46. https://rieoei.org/historico/documentos/7612.pdf
Vera, F. (2018b). Cambio paradigmático: Un análisis crítico de la sostenibilización curricular en la educación superior chilena. Revista Akadèmeia, 16 (1), 40-72. http://repositorio.ugm.cl/handle/20.500.12743/1428?show=full
Vera, F. (2020). El proceso de Bolonia y su impacto en la educación superior. Webinar internacional. Red Internacional de Investigadores en Educación. https://rediie.cl/wp-content/uploads/El-proceso-de-Bolonia.pdf
Vera, F. y Tejada. E. (2020). Developing soft skills in undergraduate students: A case at a Chilean private university. Revista Electrónica Transformar, 1(1), 57-67. https://revistatransformar.cl/index.php/transformar/article/view/12
Vera, F. y García-Martínez. S. (2021). Creencias y prácticas de docentes universitarios respecto a la integración de tecnología digital para el desarrollo de competencias genéricas. Revista Colombiana de Educación, 1(84), 1-16. https://doi.org/10.17227/rce.num84-11582
Vera, F. (2021). Desarrollo de competencias genéricas en estudiantes de enfermería. Transformar, 2(4), 47–54. https://revistatransformar.cl/index.php/transformar/article/view/43
