Publicación: Teachers’ teaching and professional competences assessment
Fecha
2024-04
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Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
ISSN de la revista
Título del volumen
Editor
Elsevier
Resumen
This research is part of a project led by the Catholic University of Santiago de Guayaquil (Ecuador) and the National Distance Education University - UNED (Spain) aiming at designing a teaching/professional competences training model for teachers. The purpose of this study is to assess the meaning of professional competences and their significance within teachers’ teaching and training processes. Using the mixed methods approach, an ad hoc questionnaire was designed and given to discussion groups, achieving participation of more than a hundred teachers. Quantitative data analysis was carried out using the Logit model while Atlas ti 23 allowed analysis of the qualitative data. The results evidenced high scores in the competences evaluated, being leadership and research the lowest. In general, the teachers value, preferably, planning, communication, evaluation, methodology, digital, and tutoring competences, with a lower value among teachers ranging from 25 to 30 years old; those older than 55 stressed the importance of digital and innovation competences. Thus, it is recommended that training programs for teachers should focus on the set of related competences, especially on the digital competence, considering the challenges represented by investigation and pedagogical leadership.
Descripción
The registered version of this article, first published in Evaluation and Program Planning, is available online at the publisher's website: Elsevier, https://doi.org/10.1016/j.evalprogplan.2023.102396
La versión registrada de este artículo, publicado por primera vez en Evaluation and Program Planning, está disponible en línea en el sitio web del editor: Elsevier, https://doi.org/10.1016/j.evalprogplan.2023.102396
La versión registrada de este artículo, publicado por primera vez en Evaluation and Program Planning, está disponible en línea en el sitio web del editor: Elsevier, https://doi.org/10.1016/j.evalprogplan.2023.102396
Categorías UNESCO
Palabras clave
professional competences, competences assessment, mixed methods, content analysis, logit model
Citación
González-Fernández, R., Ruiz-Cabezas, A., Domínguez, M. C. M., Subía-Álava, A. B., & Salazar, J. L. D. (2024). Teachers’ teaching and professional competences assessment. Evaluation and Program Planning, 103, 102396. https://doi.org/10.1016/j.evalprogplan.2023.102396.
Centro
Facultades y escuelas::Facultad de Educación
Departamento
Didáctica, Organización Escolar y Didácticas Especiales