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Figure 2. Concept-map learning approach for a FPL program
competences fomented in the teaching-
learning process? Competence 10:
what is the teaching-learning meth-
odology? and Competence 11: how is
the student guided and motivated in a
tutorship within the formative process?
f. Criterion 6.
Results
. This criterion
becomes aware of student perception,
as well as the evaluation indicators
used by the formative program to
assess its impact. We propose one
subcriterion or competence, which we
project as a problem-solving situation.
Competence 12. How is the student's
satisfaction measured in a formative
process?
Overall, participants from the ULL and LPGC
perceived a greater need for assessment compe-
tences (Alegre & Villar, 2006). Also, they per-
ceived one main factor that was influencing the
quality of formative programs (e.g., lack of staff
development opportunities).
We emphasized the importance of needs as-
sessments to ensure that content competences
were relevant to the needs of participants and were
realistically attainable through course activities.
Needs assessments took the form of online ques-
tionnaires. Additionally, we assessed participants'
learning according to their level of involvement
in improvement activities.
Which activities constitute our 'key delivery'
processes for a specific competence? We illustrate
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