Teachers’ teaching and professional competences assessment

Raúl González-Fernández, Adiela Ruiz-Cabezas, María C. Medina Domínguez, Adela Beatríz Subía-Álava and Jorge Luis Delgado Salazar

Evaluation and Program Planning, 2024, vol. 103, issue C

Abstract: 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.

Keywords: Professional competences; Competences assessment; Mixed methods; Content analysis; Logit model (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:eee:epplan:v:103:y:2024:i:c:s0149718923001738

DOI: 10.1016/j.evalprogplan.2023.102396

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