Abstract

Since the sixties the concept of teaching starts to grow semantically. Initially, it was the “face-to-face versus distance learning” issue. Since 1990 –period of time in which its use was infrequent– there were terms like virtual teaching, on-line teaching or teaching trough the Internet, as part of distance teaching concept. There’s no doubt about the growth and diversification of the teaching concept in next years. Because of that, it seems necessary to specify and to delimit –the objective of this paper– the abilities which are the basis of the instructional activities (theory classes, seminars, practicals, laboratories…) of the so-called face-to-face teaching. We have carried out a review of main research databases, looking intersections between the three concepts of this work from 2000. This work has been contrasted with professors who were assessed by their students during the face-to-face teaching. The result is a list of 28 basic teaching skills of the effective professor when he is carrying out face-to-face. Some of them (Use of silence. Interpreting non-verbal cues. Organized. Smiling properly. Use of graphic organizers. Interspersing functional information. Activating subsumers schemes. Type in blackboard) are described conceptually and operationally.

Resumen

A partir de los años sesenta el concepto ''docencia'' comienza a crecer semánticamente. Primero fue ''presencial y no-presencial'' o a distancia. Desde 1990: ''docencia virtual'', ''docencia on-line'' o ''docencia a través de Internet'', como parte de la ''docencia no presencial'' o ''docencia a distancia''. Sin duda, el concepto seguirá creciendo y diversificándose. Por ello parece necesario concretar y acotar ''objetivo de este artículo- lo fundamental ''las habilidades que están en la base de las actividades instruccionales (clases teóricas, seminarios, clases prácticas, laboratorios'') de lo que ''antes- era simplemente docencia y ahora: ''docencia presencial''. Hemos realizado una revisión en las principales bases de datos buscando la intersección de los tres conceptos del título de este trabajo a partir de 2000 y lo hemos contrastado con profesores bien evaluados por sus alumnos en docencia presencial. Resultado: 28 ''habilidades docentes básicas'' del profesor eficaz que realiza actividades instruccionales presenciales con alumnado universitario. Algunas de ellas (Utilizar los silencios. Interpretar señales no-verbales. Ser ordenado. Sonreír apropiadamente. Utilizar organizadores gráficos. Intercalar informaciones funcionales. Activar esquemas inclusores. Escribir en pizarra) se describen conceptual y operativamente.

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