Estilos de enseñanza y competencias docentes percibidas por docentes y estudiantes respectivamente, de las áreas de las ciencias sociales y jurídicas de la Universidad de Cuenca, en el periodo 2020

Abstract

Teaching styles are the way teachers impart knowledge and promote an effective teaching- learning process; each style has its own characteristics and the teacher can adapt them

according to their own criteria, needs and particularities. The teaching skills are linked to this process, which help reach students meaningfully. The objective of this study is to describe the teaching styles according to the sociodemographic variables, sex, years of teaching and the evaluation of teaching competences according to the students' perceptions, of those attending the social and legal sciences schools. The research followed a quantitative approach, descriptive scope, non-experimental and cross-sectional design. The research encompassed 64 teachers and 579 students from four schools at the University of Cuenca, during the March - September 2020 academic period. A sociodemographic file, the teaching styles questionnaire and the teaching competence questionnaire were used. The results of the study indicate that the predominant teaching style is the formal style, while the functional style was the least predominant. According to sex and years of teaching, the teaching styles that obtained the highest score were, open, formal and functional in men; the open, structured and functional style was higher in teachers with 1-2 years of teaching. Students perceive teaching competence as good.