La formación de doctores en el contexto del EEES. Una formación basada en competencias
Keywords:
Formación doctoral, EEES, competencias, educación superior, tercer ciclo,Abstract
Este artículo analiza algunos aspectos relacionados con la formación de doctores en el contexto del EEES. La reforma de la formación de doctores ha experimentado un cambio muy sustancial a lo largo de las últimas décadas. Se destaca la importancia de la formación doctoral para el ejercicio profesional dentro y fuera de las instituciones universitarias. El nuevo concepto de formación se basa en competencias y no sólo en la realización de la tesis doctoral. Son numerosas las propuestas sobre las competencias en las que deben formarse los doctorandos, centrándose en las transferibles. En nuestro contexto, el proyecto de Real Decreto que regula las enseñanzas oficiales de Doctorado completará el cuadro de cualificaciones del sistema universitario.
Abstract
This paper analyses some aspects related to doctoral training within the context of the EHEA. In the last two decades there have been dramatic changes in doctoral training and particular importance is placed on this kind of training in the workplace both at University and elsewhere. The new concept of training is based on competences and not merely on the writing of a doctoral thesis. Prospective doctors are expected to develop a number of competences, of which transferable competences are the most outstanding. In our Spanish context, the final qualification structure of university studies will be completed after the inclusion of the Royal Decree project that regulates official teaching of PhD degrees.
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References
CLARK, b. (1987). The Academic Life: Small Worlds, Different Worlds. The Carnegie Foundation for the Advancement ef Teaching. New Jersey: Princeton Univ. Press.
GILBERLT, R. (2004). A framework for evaluating doctoral curriculum. Assessment and Evaluation in Hiehr Education, 29, 3, pp 299-309.
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HERNANDEZ PINA, F. (2002). Docencia e Investigación en Educación Superior. Revista de Investigación Educativa, 20 (2), pp. 271-301. www.revistas.um.es/rie
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PRITCHARD, J., MACKENZIE, J. y M. CUSACK (2008). The response of Physical post-graduate to training courses and the connection to the PhD studies. Academic Practice- How is it changing?. Centre for Excellence in Preparing for Academic Practice. University of Oxford. Sept. 2008 (document poligrafiado).
POLE, Ch. (2000). Technicians and scholars in pursuit of the PhD: some reflection on the doctoral study. Research Papers in Education, 15, 1, pp. 95-111.
Real Decreto 1393/2007, de 29 de octubre, por el que se establece la ordenación de las enseñanzas universitarias oficiales.
Proyecto de Real Decreto por el que se regula las enseñanzas oficiales de Doctorado. http://www.educacion.es/dctm/eu2015/cu-punto-3.pdf?documentId=0901e72b800d97cd
Descriptores de Dublín.
Enlaces consultados:
http://www.carnegiefoundation.org/programs -
http://www.preparing-faculty.org -
http://www.eees.ua.es/otros_documentos/Glasgow_Declaracion_esp.pdf
http://www.slideshare.net/catedraunesco/el-doctorado-y-la-actividad-cientfica- tecnolgica-presentation
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