Publication: La difícil coordinación en la enseñanza de la Sociología
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Publication Date
2020
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Federacion Española de Sociologia
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Abstract
En los grados en Sociología de la universidad española es poco frecuente la coordinación docente. Pese a que cada grado ha de desarrollar en el alumnado una serie de competencias, rara vez se explicita el modo en que tal desarrollo tiene lugar. Una vez dentro del aula, cada profesor goza de amplia autonomía para determinar el modo cómo imparte sus clases, el método de evaluación del estudiantado y —en ocasiones— incluso los contenidos curriculares. Todo ello puede dar lugar a muy serias arbitrariedades, las cuales pueden ser especialmente graves en el caso de los Trabajos de Fin de Grado. En este texto se plantea la necesidad de que el profesorado devuelva, con las correspondientes observaciones y valoraciones, cuanto escrito —sea en forma de examen o de trabajo de curso— le sea entregado por los estudiantes.
In the different degrees in Sociology taught at the Spanish university, lecturer coordination is far from common. Despite the fact that students are supposed to master a series of competences throughout their studies, the way in which this development takes place is rarely disclosed. Once inside the classroom, each lecturer enjoys extensive autonomy to determine the way in which he or she teaches, the university students assessment method and, sometimes, even the curricular content. All of this can lead to a quiet huge arbitrariness, which can be especially serious in the case of Final Degree Projects. In this text, the need arises for university teachers to return, with the corresponding observations and assessments, all written material —be it in the form of an exam or coursework— delivered to them by the students.
In the different degrees in Sociology taught at the Spanish university, lecturer coordination is far from common. Despite the fact that students are supposed to master a series of competences throughout their studies, the way in which this development takes place is rarely disclosed. Once inside the classroom, each lecturer enjoys extensive autonomy to determine the way in which he or she teaches, the university students assessment method and, sometimes, even the curricular content. All of this can lead to a quiet huge arbitrariness, which can be especially serious in the case of Final Degree Projects. In this text, the need arises for university teachers to return, with the corresponding observations and assessments, all written material —be it in the form of an exam or coursework— delivered to them by the students.