Universidad Nacional de Educación a Distancia-UNED, Calle Juan del Rosal 14, 28080 Madrid, Spain.
Universidad Católica de Santiago de Guayaquil-UCSG, Avda Carlos Julio Arosamena Km1., Guayaquil, Ecuador.
Eval Program Plann. 2024 Apr;103:102396. doi: 10.1016/j.evalprogplan.2023.102396. Epub 2023 Dec 13.
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.
这项研究是由厄瓜多尔圣地亚哥天主教大学（Catholic University of Santiago de Guayaquil）和西班牙国立远程教育大学（National Distance Education University-UNED）主导的项目的一部分，旨在为教师设计教学/专业能力培训模型。本研究旨在评估专业能力的意义及其在教师教学和培训过程中的重要性。本研究采用混合方法，设计了一份专门的问卷，并分发给讨论小组，有一百多名教师参与。使用 Logit 模型进行定量数据分析，而 Atlas ti 23 则允许对定性数据进行分析。研究结果表明，在所评估的能力中得分较高，领导力和研究能力得分较低。总的来说，教师们更重视规划、沟通、评估、方法、数字和辅导能力，而 25 至 30 岁的教师中对数字和创新能力的重视程度较低；55 岁以上的教师则强调数字和创新能力的重要性。因此，建议教师培训计划应侧重于相关能力的总和，特别是数字能力，同时考虑到调查和教学领导力所带来的挑战。
