Aplicación de un análisis de importancia y realización de competencias para la identificación de prioridades en la formación docente
Autores
Miryam Martínez-IzaguirreSalto de línea Concepción Yániz-Álvarez-de-EulateSalto de línea Lourdes Villardón-GallegoSalto de línea Universidad de Deusto
DOI
10.4438/1988-592X-RE-2021-393-487
Resumen
Una educación de calidad para todas y todos requiere un profesorado competente. Un análisis de las funciones que tienen que desarrollar deriva en un perfil de competencias docentes. Conocer la percepción del profesorado sobre la relevancia de dichas competencias y sobre su nivel de realización en la práctica permite identificar puntos fuertes y áreas de mejora, a considerar en la planificación de la formación permanente del profesorado.
Con el fin de lograr este objetivo, en este estudio se analiza la visión de 559 profesores de Educación Primaria y Educación Secundaria Obligatoria, a través de la auto-aplicación de la Escala de evaluación de Competencias Docentes del Profesorado de Educación Obligatoria (Martínez-Izaguirre, Yániz-Alvarez-de-Eulate y Villardón-Gallego, 2018).
Los resultados muestran que el profesorado reconoce la importancia de las competencias del perfil docente, sobre todo en el profesorado de Educación Primaria, quien, a su vez, las aplica en mayor medida que el profesorado de Educación Secundaria. El análisis de la discrepancia entre la importancia y la realización de las competencias refleja como áreas prioritarias a considerar en la formación el desarrollo de la Competencia para el Aprendizaje y para la Investigación y la Innovación, seguida de la Competencia para la Planificación y Gestión educativa y de la Competencia para la Tutoría y la Orientación.
Palabras clave: competencias docentes, desarrollo profesional, autoevaluación, análisis importancia-realización, formación docente.
Abstract
Quality education for all requires competent teachers. An analysis of the functions that teachers must perform leads to a profile of teaching competences. By ascertaining teachers’ perception of the importance of these competencies, and how well they are actually achieved in practice, we can identify strengths and areas for improvement, to be considered in the design of in-service teacher training.
In order to accomplish this objective, this study analyses the view of 559 teachers of Primary and Compulsory Secondary Education, through the self-application of a teaching competencies assessment scale for compulsory education teachers (Martínez-Izaguirre, Yániz-Alvarez-de-Eulate & Villardón-Gallego, 2018).
The results show that teachers recognize the importance of the teacher profile competencies, especially primary school teachers, who also apply them to a greater extent than do secondary school teachers. Analysis of the discrepancy between the importance and the implementation of the competencies shows that development of the Competency in Learning, research and innovation, followed by the Competency in Instruction Planning and Management and the Competency in Guidance are the priority areas to be considered in training.
Palabras clave
teacher competences, professional development, self-assessment, importance-performance analysis, teacher education
Abstract
Quality education for all requires competent teachers. An analysis of the functions that teachers must perform leads to a profile of teaching competences. By ascertaining teachers’ perception of the importance of these competencies, and how well they are actually achieved in practice, we can identify strengths and areas for improvement, to be considered in the design of in-service teacher training.
In order to accomplish this objective, this study analyses the view of 559 teachers of Primary and Compulsory Secondary Education, through the self-application of a teaching competencies assessment scale for compulsory education teachers (Martínez-Izaguirre, Yániz-Alvarez-de-Eulate & Villardón-Gallego, 2018).
The results show that teachers recognize the importance of the teacher profile competencies, especially primary school teachers, who also apply them to a greater extent than do secondary school teachers. Analysis of the discrepancy between the importance and the implementation of the competencies shows that development of the Competency in Learning, research and innovation, followed by the Competency in Instruction Planning and Management and the Competency in Guidance are the priority areas to be considered in training.
Keywords
teacher competences, professional development, self-assessment, importance-performance analysis, teacher education