Please use this identifier to cite or link to this item: http://hdl.handle.net/10201/44398

Title: Análisis y valoración del proceso de incorporación de las Competencias Básicas en Educación Primaria
Other Titles: Analysing and assessing the integration process of the Basic Competences in Primary Education
Issue Date: 9-Jan-2015
Keywords: Basic competences
Primary education
Teaching program
Teacher education
Competencias básicas
Educación primaria
Programación docente
Formación de profesorado
Abstract: The goal of this research study is to assess the integration process of the Basic Competences (CCBB) in the daily work of Primary Education teachers of a Spanish autonomous community. 412 teachers (296 women and 116 men; Mean age = 43.9 years) answered a specially designed questionnaire of 12 items in a 6-point Likert scale. Results show that the majority of the teachers had incorporated the CCBB in their class programs. However, they declared that the real degree of development of the CCBB was very low. Gender, age, initial teacher training, level of specific instruction on CCBB, and age group instructed were distinctive variables on teachers' perceptions of CCBB integration. Teachers with a specialist profile declared that they have integrated more the CCBB that teachers with a general profile. Regarding the relevance that they give to each competence, those competences closely related to instrumental areas are considered more important than the transversal ones. However, teachers with a specialist profile considered the transversal competences more valuable, while teachers with a general profile considered the instrumental ones more important.
El objeto de este trabajo es evaluar el proceso de incorporación de las Competencias Básicas (CCBB) entre los docentes de Educación Primaria. 412 maestros (296 mujeres y 116 varones; M de edad = 43,9 años) contestaron a un cuestionario ad hoc de 12 ítems en una escala Likert de 6 puntos.  Sexo, edad, formación académica inicial, nivel de formación específica en base a CCBB, así como el ciclo en donde desarrollan la docencia se mostraron como variables diferenciales en la percepción de la implantación del marco competencial. Los maestros de perfil especialista afirman trabajar con mayor referencia a las CCBB que los tutores. Aquellas competencias vinculadas a áreas instrumentales se han mostrado más relevantes que aquellas de carácter más transversal. Sin embargo, los maestros especialistas consideraron más importante las competencias transversales  frente a los tutores que enfatizaron especialmente las instrumentales.
Primary author: Méndez Alonso, David
Méndez Giménez, Antonio
Fernández-Rio, Francisco Javier
URI: http://hdl.handle.net/10201/44398
Document type: info:eu-repo/semantics/article
Number of pages / Extensions: 233-246
Rights: info:eu-repo/semantics/openAccess
Appears in Collections:Vol.33, Nº 1 (2015)



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