<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022016000400005</article-id>
<article-id pub-id-type="doi">10.1590/S1517-9702201612152689</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Buenos docentes universitarios: &#191;Qu&#233; dicen los estudiantes?]]></article-title>
<article-title xml:lang="en"><![CDATA[Good university teachers: what do students say about them?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Merellano-Navarro]]></surname>
<given-names><![CDATA[Eugenio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almonacid-Fierro]]></surname>
<given-names><![CDATA[Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreno-Doña]]></surname>
<given-names><![CDATA[Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro-Jaque]]></surname>
<given-names><![CDATA[Cesar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,emerellanon@uautonoma.cl  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A">
<institution><![CDATA[,aalmonacidf@uautonoma.cl  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A">
<institution><![CDATA[,ccastroj@uautonoma.cl  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Chile  ]]></institution>
<addr-line><![CDATA[Talca ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Valparaíso  ]]></institution>
<addr-line><![CDATA[Valparaíso ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>42</volume>
<numero>4</numero>
<fpage>937</fpage>
<lpage>952</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022016000400005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022016000400005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022016000400005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los procesos de transformaci&#243;n hist&#243;rica que est&#225; viviendo la educaci&#243;n son el resultado de las necesidades sociales que est&#225;n impulsando los cambios y la reformulaci&#243;n de los sistemas establecidos. La docencia universitaria debe asumir, desde esta perspectiva, nuevas responsabilidades que trasciendan el rol del docente en procura de mejorar los procesos de ense&#241;anza-aprendizaje de manera eficiente y con calidad. El objetivo de la investigaci&#243;n es conocer las caracter&#237;sticas de un buen docente universitario seg&#250;n la percepci&#243;n de los estudiantes. Se realiz&#243; a partir de un estudio de caso, con estudiantes de la Facultad de Educaci&#243;n de la Universidad Aut&#243;noma de Chile, sede Talca. La metodolog&#237;a utilizada es mixta, con instrumentos cualitativos y cuantitativos que permitieron recoger la informaci&#243;n a trav&#233;s de cuestionarios de preguntas abiertas y entrevistas en profundidad, que dan cuenta de los resultados con perspectivas complementarias que identifican las caracter&#237;sticas m&#225;s relevantes seg&#250;n la percepci&#243;n de los estudiantes del desempe&#241;o del buen docente universitario. A trav&#233;s de un an&#225;lisis de frecuencia, en la fase cuantitativa, y otro de contenido de los discursos en la fase cualitativa, los estudiantes identifican las caracter&#237;sticas m&#225;s importantes a la hora de valorar a un buen docente universitario. Los resultados m&#225;s destacados se&#241;alan que los rasgos interpersonales son la categor&#237;a con mayor frecuencia junto al dominio del contenido de la ense&#241;anza. Se concluye que los estudiantes valoran a un buen docente cuando posee caracter&#237;sticas que se conjugan en lo pedag&#243;gico, humano e ideol&#243;gico, priorizando en todo momento, la centralidad en el aprendizaje de los estudiantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The historical processes of transformation that the education system is experiencing are the result of the social needs that are driving the changes and the reformulation of established systems. From this perspective, teaching practices at the University level must consider the new responsibilities that transcend the role of the teacher, in order to improve the processes of teaching and learning in an efficient manner and with quality. The objective of this research is to identify the characteristics of a good University faculty member according to the perception of the students. This research was based on a case study with students from the Faculty of education at Aut&#243;noma University of Chile, Talca headquarters. The methodology used in this study is mixed, with qualitative and quantitative instruments that helped to collect data through questionnaires of open questions and interviews in depth, giving account of the results with complementary perspectives that identify the most relevant characteristics, according to the students&#8217; perceptions, of the performance of good university teachers. Through an analysis of frequency, in the quantitative phase, and another one about the content of the speeches in the qualitative phase, the student's identified the most important aspects when evaluating a good faculty member. The most outstanding results indicate that the interpersonal aspect of the teacher is the most frequent category, along with the domain of the content of teaching. It is concluded that the students value a good teacher when he has features that are combined in the pedagogical, human, and ideological aspects and, those teachers that prioritize the learning process of the students at all times.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Docentes universitarios]]></kwd>
<kwd lng="es"><![CDATA[Calidad docente]]></kwd>
<kwd lng="es"><![CDATA[Efectividad docente]]></kwd>
<kwd lng="es"><![CDATA[Evaluación]]></kwd>
<kwd lng="es"><![CDATA[Calidad]]></kwd>
<kwd lng="en"><![CDATA[University professors]]></kwd>
<kwd lng="en"><![CDATA[Teaching quality]]></kwd>
<kwd lng="en"><![CDATA[Teaching effectiveness]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Quality]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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