Mariana Altopiedi

Leadership Characteristics and Training Needs of Women and Men in Charge of Spanish Universities.

This article discusses the results obtained by two consecutive enquiries into the leadership styles and training needs of women and men leading higher education organisations. It compares the findings of the first stage of two studies, based on ad hoc questionnaires responded to by 136 women and 129 men. Results showed only subtle differences between the leadership styles deployed by the two groups. Both groups viewed organisations as social constructions; they preferred characteristics such as responsibility, ability to get on well with people, motivation capacity, communication and empathy, capacity to tackle difficult situations, and ethical issues. Consistent with this both groups identified similar training needs, which included the acquisition of abilities to deal with interpersonal conflicts and the construction of personal criteria to select the best strategy to face every situation. As no significant differences between male and female leaders were found, it is suggested that research into higher education organisations and their management training needs from a gender perspective should focus on the way both men and women managers tackle problems and situations.

La profesionalización del docente novel en la Universidad: qué aprenden los profesores a través de los "Talleres de Análisis de la Práctica" (TAP)

This paper gives the chance to some teachers who have taken part in the New Teachers Training Program from the University of Seville for many years to present their formative experiences. It exposes their uncertainties, efforts and opinions. It also presents a description of the Program and the strategies it uses, a characterization of its organizational context and a synthesis of its conceptual frame, as well. In addition, a study developed to improve the practice of the participants in the Program is also commented. Specially, we exposed some conclusions derived form one of the more relevant formative strategies developed by the Program: the Analysis Workshops.Este artigo permite, a alguns professores que participam ha anos do Programa de Formacao de Novos Professores da Universidade de Sevilha, apresentar suas experiencias formativas, juntamente com suas incertezas, esforcos e valoracoes. Neste trabalho, apresentamos uma descricao do programa, seu contexto organizacional, o quadro conceptual em que ele se fundamenta e suas estrategias. Alem disso, tambem apresentamos um estudo sobre o programa que desenvolvemos para melhorar a pratica dos participantes, bem como algumas conclusoes dai derivadas sobre uma das estrategias formativas mais relevantes do programa: as Oficinas de Analise.

A profissionalização de novos professores na Universidade: o que aprendem os professores por meio das "Oficinas de Análise da Prática"

This paper gives the chance to some teachers who have taken part in the New Teachers Training Program from the University of Seville for many years to present their formative experiences. It exposes their uncertainties, efforts and opinions. It also presents a description of the Program and the strategies it uses, a characterization of its organizational context and a synthesis of its conceptual frame, as well. In addition, a study developed to improve the practice of the participants in the Program is also commented. Specially, we exposed some conclusions derived form one of the more relevant formative strategies developed by the Program: the Analysis Workshops.Este artigo permite, a alguns professores que participam ha anos do Programa de Formacao de Novos Professores da Universidade de Sevilha, apresentar suas experiencias formativas, juntamente com suas incertezas, esforcos e valoracoes. Neste trabalho, apresentamos uma descricao do programa, seu contexto organizacional, o quadro conceptual em que ele se fundamenta e suas estrategias. Alem disso, tambem apresentamos um estudo sobre o programa que desenvolvemos para melhorar a pratica dos participantes, bem como algumas conclusoes dai derivadas sobre uma das estrategias formativas mais relevantes do programa: as Oficinas de Analise.

The professionalization of beginning teachers at the University: what teachers learn through the "Practice Analysis Workshops"

This paper gives the chance to some teachers who have taken part in the New Teachers Training Program from the University of Seville for many years to present their formative experiences. It exposes their uncertainties, efforts and opinions. It also presents a description of the Program and the strategies it uses, a characterization of its organizational context and a synthesis of its conceptual frame, as well. In addition, a study developed to improve the practice of the participants in the Program is also commented. Specially, we exposed some conclusions derived form one of the more relevant formative strategies developed by the Program: the Analysis Workshops.Este artigo permite, a alguns professores que participam ha anos do Programa de Formacao de Novos Professores da Universidade de Sevilha, apresentar suas experiencias formativas, juntamente com suas incertezas, esforcos e valoracoes. Neste trabalho, apresentamos uma descricao do programa, seu contexto organizacional, o quadro conceptual em que ele se fundamenta e suas estrategias. Alem disso, tambem apresentamos um estudo sobre o programa que desenvolvemos para melhorar a pratica dos participantes, bem como algumas conclusoes dai derivadas sobre uma das estrategias formativas mais relevantes do programa: as Oficinas de Analise.