Publication: Formación docente: hacia una definición del concepto de competencia profesional docente
Authors
Paviè, Alex
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Publisher
Servicio de Publicaciones. Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Este artículo presenta algunos antecedentes que buscan continuar la reflexión hacia una nueva visión sobre el proceso formativo tomando en cuenta la descripción de los enfoques por competencia en vigencia y las principales definiciones del término aplicadas a la formación docente; otro propósito de este texto es poder delinear un marco de referencia y así identificar qué competencias se necesitan para tal proceso. También se ejemplifica esta situación considerando algunas experiencias internacionales relativas a las repercusiones que tiene el mencionado enfoque en la formación inicial y en el currículo universitario. La tercera parte de este documento se centra en caracterizar y ejemplificar distintos referentes de competencias que suelen considerarse ‘docentes’
This article shows a brief theoretical description of current competency-‐based approaches and some definitions of the concept competency as it has been used in initial teacher training processes, and another aims at providing new highlights and a thorough reflection on this perspective, which will help to determine what teaching competencies should be identified by those who favour a competency based approach in initial teacher training programmes. Secondly, some illustrative international experiences based on a competency-‐based approach and the impact these experiences have had on initial training processes and curriculum designs in higher education will be discussed. The third part of this article will provide different examples of what have been considered teaching competencies in the educational arena.
This article shows a brief theoretical description of current competency-‐based approaches and some definitions of the concept competency as it has been used in initial teacher training processes, and another aims at providing new highlights and a thorough reflection on this perspective, which will help to determine what teaching competencies should be identified by those who favour a competency based approach in initial teacher training programmes. Secondly, some illustrative international experiences based on a competency-‐based approach and the impact these experiences have had on initial training processes and curriculum designs in higher education will be discussed. The third part of this article will provide different examples of what have been considered teaching competencies in the educational arena.
Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP, V. 14, N. 1, 2011, pp. 67-80
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