The development of competencies in High School teachers
This paper presents partial findings from an investigation into the competence approach in high school, describing the concept of competencies employed by high school teachers in their academic practice. The term competency-based education has aroused controversy because of the different approaches...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2014 |
| País: | México |
| Institución: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Entreciencias: diálogos en la sociedad del conocimiento |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/62057 |
| Acceso en línea: | https://revistas.unam.mx/index.php/entreciencias/article/view/62057 |
| Access Level: | acceso abierto |
| Palabra clave: | Competencies teachers high school education. Competencias docentes bachillerato educación. |
| Sumario: | This paper presents partial findings from an investigation into the competence approach in high school, describing the concept of competencies employed by high school teachers in their academic practice. The term competency-based education has aroused controversy because of the different approaches that define it, causing confusion among teachers. A documentary study was done, followed by an exploratory study using the survey technique in a census. The results indicate that the conception depends on the level or degree of training received for the implementation of the educational reform, predominating the Tuning Latin America Project, which describes the competencies as “Capabilities that every human being needs to solve, effectively and autonomously, life situations, building on profound knowledge, not only knowing what and how, but knowing how to be person in a changing, complex and competitive world”. |
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