La clase magistral en el contexto del modelo educativo basado en competencias

Abstract

Changing the curricular model in higher education towards one based on competencies has generated the search for methodologies allowing students’ active participation in the teaching-learning process. Thus, the methodologies used in a traditional way, such as the master class, have been rethought. This article aimed to conduct a critical analysis of the master class through a narrative review. The material was reviewed using the Scielo, Web of Science, and Google Academic databases; education journals were also examined using the Spanish keywords clase magistral (master class), lección magistral (master lesson), educación (education), and the English words master class and education, from 2000 to 2018. With these keywords, eleven empirical articles, two qualitative articles, a meta-analysis, eight reviews, two theses, and two book chapters were found. As main findings, it is concluded that, although most of the evidence discredits the master class, ways to optimize it and not eliminate it are proposed, understanding that the combination with other strategies enhances the effectiveness of the teaching-learning process. Among the implications of this study is the need to keep in mind that the important thing would not be the strategy or methodology, but that they allow the acquisition of necessary skills for the student to properly incorporate into the working world.