El desarrollo de las competencias genéricas para la formación del profesorado en ciencias sociales
DOI:
https://doi.org/10.47553/rifop.v100iNE.107156Abstract
The training of future teachers should prepare them to face a complex, changing, and flexible reality. Therefore, the basis for the training of future teaching should not only be based on theoretical-practical knowledge and competencies link to each discipline and specific didactics, but also on the development of cross-cutting competencies of instrumental, interpersonal, and systemic nature. These were systematized in the Tunning project (2002) for all university degrees. This article therefore has two general objectives. O1, to make visible the perception of students about the theoretical-practical proposals used in the subject of Didactics of Social Sciences, which develop the skills, capacities, and abilities that impact the development of generic competencies. And O2, to assess whether the development of skills, capacities, and abilities linked to each Generic Competence affects the development of others, throughout teacher training. This study develops a descriptive non-experimental and mixed research, with a non-probabilistic sample of n=204. The results, obtained through a validated questionnaire, are analyzed using IBM-SPSS Statistics 25 and Jamovi, and show a positive perception of future teachers regarding the types of thinking that can facilitate their future competency development. At the same time, it provides data on possible improvements in teacher training by observing potential interconnections in the development of the three generic competencies and the impact that specific didactic proposals and methodologies used have on their development.
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