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Competencies and Performance of Engineering Professors: Evidence from a Brazilian Public University
Competencias y desempeño de los profesores de ingeniería: evidencia de una universidad pública brasileña
DOI:
https://doi.org/10.15446/ing.investig.v38n3.70998Keywords:
Education, evaluation, Engineering educator, higher education, Brazil (en)Educación, evaluación, educador de Ingeniería, educación superior, Brasil (es)
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.
Esta investigación tiene como objetivo analizar la influencia de las competencias de los profesores de Ingeniería en su desempeño, como la perciben los estudiantes de Ingeniería y los graduados de una universidad pública federal brasileña. En cuanto a la metodología, se propuso, identificó y validó un conjunto de competencias de educadores de Ingeniería mediante análisis factorial exploratorio (EFA), análisis paralelo, consistencia interna (alfa de Cronbach) y análisis factorial confirmatorio parcial (PCFA) en una muestra de 139 estudiantes de Ingeniería y graduados (ingenieros), que contestaron un cuestionario de 35 ítems. Los resultados revelan tres competencias principales (conocimiento del contenido/pedagógico, actitudes inspiradoras de innovación y habilidades emocionales) que profundizan la investigación de competencias de profesores de Ingeniería. En primer lugar, los estudiantes perciben el conocimiento del contenido-pedagógico como una sola competencia fusionada. Segundo, los estudiantes de Ingeniería necesitan no solo desarrollar competencias de innovación, sino que también los educadores de Ingeniería deben desarrollar actitudes que inspiren la innovación para motivar la capacidad de innovar de los estudiantes. En tercer lugar, las habilidades emocionales también juegan un papel importante en el desempeño de los profesores. Finalmente, el impacto de estas competencias en el desempeño de los educadores de Ingeniería se confirmó y analizó mediante una regresión logística.
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Copyright (c) 2018 Gustavo Dambiski Gomes de Carvalho, Rúbia Oliveira Corrêa, Hélio Gomes de Carvalho, Alboni Marisa Dudeque Pianovski Vieira, Rosângela de Fátima Stankowitz, Jorge Luciano Gil Kolotelo
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