Traceability of competences in the initial teacher training
DOI:
https://doi.org/10.47197/retos.v81.112145Keywords:
Assessment , educational administration, higher education, monitoring, performanceAbstract
Introduction: the competency-based teaching model is complex, multidimensional, and has methodological challenges. Learning outcomes must be analyzed in accordance with the development of the skills in the training plan.
Objective: to assess the competencies integrated into the curriculum and analyze differences by sex. Evaluate the teaching staff’s perception of the implemented traceability strategy. Method: a cross-sectional and descriptive design, using secondary databases. The sample was 55 students from a university in central-southern Chile. The academic information was transferred to a matrix, implemented on a data management platform, which incorporated the distribution of competencies from the first academic year. The strategy involved tracing the progression of competencies, understanding the integration and coherence of the training design across its three dimensions, and within each subject in the curriculum.
Results: the professional dimension showed the highest performance, highlighting the competency "plan the learning process" with 84%. The "communication skills" competency was the least achieved with 68,7% belonging to the generic dimension. 36% of the competencies achieved a performance of ≥75% achievement. The positive evaluation from teachers supports the usefulness of traceability contributes to timely feedback, and strengthens methodological strategies for competency development in subsequent curricular cycles.
Conclusions: this competency traceability process not only facilitated evaluation but also helped identify areas for improvement and best practices. It fostered an academic reflection process based on evidence the strengthen student competencies.
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