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Teachers’ teaching and professional competences assessment

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dc.contributor.authorGonzález Fernández, Raúl
dc.contributor.authorRuiz Cabezas, Adiela
dc.contributor.authorMedina Domínguez, María C.
dc.contributor.authorSubía Álava, Adela Beatríz
dc.contributor.authorDelgado Salazar, Jorge Luis
dc.contributor.orcidhttps://orcid.org/0000-0002-2977-0485
dc.date.accessioned2024-10-08T13:20:03Z
dc.date.available2024-10-08T13:20:03Z
dc.date.issued2024-04
dc.descriptionThe 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
dc.descriptionLa 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
dc.description.abstractThis 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.en
dc.description.versionversión final
dc.identifier.citationGonzález-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.
dc.identifier.doihttps://doi.org/10.1016/j.evalprogplan.2023.102396
dc.identifier.issn1873-7870
dc.identifier.urihttps://hdl.handle.net/20.500.14468/23959
dc.journal.titleEvaluation and Program Planning
dc.journal.volume103
dc.language.isoen
dc.publisherElsevier
dc.relation.centerFacultades y escuelas::Facultad de Educación
dc.relation.departmentDidáctica, Organización Escolar y Didácticas Especiales
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject58 Pedagogía
dc.subject.keywordsprofessional competencesen
dc.subject.keywordscompetences assessmenten
dc.subject.keywordsmixed methodsen
dc.subject.keywordscontent analysisen
dc.subject.keywordslogit modelen
dc.titleTeachers’ teaching and professional competences assessmenten
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublication64fed1cc-8b8e-4d1e-a583-80babda80606
relation.isAuthorOfPublication.latestForDiscovery64fed1cc-8b8e-4d1e-a583-80babda80606
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