Model for the Evaluation of Teaching Competences in Teaching–Learning Situations

Ponce Gea, Ana Isabel; Pro Chereguini, Carlos de

Publication:
Model for the Evaluation of Teaching Competences in Teaching–Learning Situations

dc.contributor.author	Ponce Gea, Ana Isabel
dc.contributor.author	Pro Chereguini, Carlos de
dc.contributor.department	Didáctica de las Ciencias Experimentales
dc.date.accessioned	2024-02-06T08:39:52Z
dc.date.available	2024-02-06T08:39:52Z
dc.date.created	2021-04
dc.date.issued	2021-06
dc.description	©<2021>. This manuscript version is made available under the CC-BY license http://creativecommons.org/licenses/cc-by/4.0/ This document is the Published, version of a Published Work that appeared in final form in [Societies]. To access the final edited and published work see [https://doi.org/10.3390/soc11020056]
dc.description.abstract	Social changes have brought educational challenges at all levels of education. One of the most important elements has been adopting the development of competences as a main goal. As regards teacher training, competences have been included in university degrees responding to a traditional concern related to teacher training: the necessary relationship between theory and educational practice. The objective of this work, in the Spanish context, is to define a model for the evaluation of didactic-disciplinary competences (frequently taught in university classrooms, in a theoretical way) within the framework of the school practicums of the degree in early childhood education (the unique practical context where a real application of competences may be assessed before professional performance). For this purpose, we analyzed the legislation (the specific didactic- disciplinary competences of the ECI/3854/2007 Order) and the school practicum plans of Spanish universities, in order to provide a useful tool to know how students apply theoretical learning in their classroom practices. The resulting model, focused on the learning of natural sciences, social sciences and mathematics, enables understanding the level of development of the didactic-disciplinary competences and can be considered as a conceptual framework to design instruments for different contexts.	es
dc.format	application/pdf	es
dc.format.extent	17	es
dc.identifier.citation	Societies 2021, 11, 56
dc.identifier.doi	https://doi.org/10.3390/soc11020056
dc.identifier.issn	Electronico: 2075-4698
dc.identifier.uri	http://hdl.handle.net/10201/138697
dc.language	eng	es
dc.publisher	MDPI	es
dc.relation	Sin financiación externa a la Universidad	es
dc.rights	info:eu-repo/semantics/openAccess	es
dc.rights	Atribución 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	*
dc.subject	Higher education
dc.subject	Competences
dc.subject	Model
dc.subject	Evaluation
dc.subject.other	CDU::3 - Ciencias sociales::37 - Educación. Enseñanza.
dc.title	Model for the Evaluation of Teaching Competences in Teaching–Learning Situations	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es