UPV /EHUko irakasle-ikertzaile hasiberrien garapen akademikoa: garapen-markoa eta sostengurako gakoak
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2024-05-06Author
Mendia Urrutia, Aitor
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[EU]Europako unibertsitateetako irakasle-ikertzaileak haien jarduna ahalik eta erarik egokienean gauzatu ahal izateko garapen prozesu batean murgildu behar izaten dute. Horretarako, zein helburutara jo behar duten eta bertara iristeko zein bide jarraitu behar duten zehaztu behar zaie. Garapenerako markoek, haien errealitatera egokitzen diren heinean, irakasle-ikertzaileak garapenean zehar orientatzeko itsasargi funtzioa bete dezakete. Horregatik, ikerketa honen helburu nagusiak UPV/EHUko irakasle-ikertzaile hasiberrien garapen akademikorako markoa sortzea eta berau jarraitzeko gakoak eskaintzea izan dira. Helburu horiek betetzeko, ikuspegi kualitatibo eta interpretatzailea zuen kasu azterketaren metodoa jarraitu da. 40 hasiberriri sakoneko elkarrizketak egin zaizkie eta eztabaida-talde bat egin da UPV/EHUko Hezkuntzarako Laguntza Zerbitzuko (SAE/HELAZ) kideekin. Lan horretatik bi dimentsio nagusi (irakaskuntza eta ikerkuntza) eta bi sakontasun maila dituen garapenerako marko bat eratorri da. Maila horiek, hasiberriak haien garapeneko lehen urratsetan gidatuko dituzten indikatzaileek osatzen dituzte. Are gehiago, ikerketa honetatik ondorioztatu daiteke hasiberrien garapena sustatzeko ez dela nahikoa hasiberriak sostengatzera, haien testuinguru hurbiletan kultura akademikoaren aldaketa sustatu behar dela baizik, edozein izanik ere hasiberrien abiapuntua. [EN]Academic staff in Europe must develop themselves to fulfil their academic performance in the best possible way. To do so, they must be guided towards the path to follow and goals to achieve. Development frameworks serve as a beacon for this as long as they are tailored to the academic staff they are intended to support. Therefore, the aim of this research was to create an academic development framework for new academic staff in the University of the Basque Country (UPV/EHU), and to offer the keys to support them. To this end, a qualitative methodology has been followed, applying the case study method. 40 novice academic staff at the EHU have been interviewed in depth, and a discussion group has been held with the university's development unit. As a result, a framework was created consisting of two dimensions (research and teaching) and two levels of depth. These levels are composed of several descriptors that can serve as a guide for newcomers in their first stages of development. Furthermore, it has been concluded that in order to sustain such development, it is necessary to support not only the novices, but also to bring about an academic cultural change in local contexts so that support is effective for all, regardless of their background.Academic development / higher education / novice academic staff / institutional support.