RT info:eu-repo/semantics/doctoralThesis
T1 Análisis del tratamiento educativo del concepto, programación y evaluación de las competencias en la educación obligatoria
A1 Heras Bernardino, Carlos
A2 Universidad de Valladolid. Escuela de Doctorado
K1 Educación
K1 Programming
K1 Programación
K1 Assessment
K1 Evaluación
K1 5312.04 Educación
AB The competences make their appearance in the basic education of our country with the approval of the Organic Law 2/2006 of Education (LOE, 2006). Since then, it has become a curricular element that has been present in all legislative changes. Its inclusion seeks something more than a mere curricular change, implying a change in the educational paradigm. However, the current situation is far from these intentions. The object of study of this doctoral thesis focuses on:Characterize the competency-based educational model, based on the opinion of different experts, establishing guidelines on its treatment and development in educational centers.Define general agreements about the concept, programming and evaluation of competencies based on the opinion of university experts and compulsory education teaching experts.Analyze the perception of university experts and compulsory education teaching experts about the potential and real impact that competencies have had on the education system. Regarding the research methodology, the Delphi technique has been used with a double panel of experts. The data collection instruments have been two questionnaires validated by a group of experts. The same instruments have been used to consult both panels of experts.Among the results obtained, there is a lack of agreement in the definition and interpretation of competencies by university experts and teaching experts. The teaching experts carry out a conceptualization of the competences from a more practical perspective. However, there is a majority agreement in considering competencies as the axis on which a new educational model is built in basic education, and, therefore, an element with significant potential to transform the existing educational paradigm in recent decades. .In this sense, it has been possible to define by consensus a series of characteristics that define the process of integration of competences. Among the most outstanding are the design of a proposal for the programming and development of competencies agreed upon by the entire educational center, the creation of contextualized learning situations linked to reality, the change in the methodological and evaluative approach, and the work Collaboration by the educational community. On the other hand, it is concluded that the programming process has a significant impact on the development of skills. Taking into account the agreements established between both panels, it is concluded that the most coherent proposals for the adequate treatment of competences in educational centers are those that conform to models of a deductive nature.Among the results obtained, there is a lack of agreement in the definition and interpretation of competencies by university experts and teaching experts. The teaching experts carry out a conceptualization of the competences from a more practical perspective. However, there is a majority agreement in considering competencies as the axis on which a new educational model is built in basic education, and, therefore, an element with significant potential to transform the existing educational paradigm in recent decades. .The evaluation is considered a key element in the success of the proposals for the development of competences. One of the most relevant results obtained in the research is the need for a transformation in the evaluation processes with respect to the more traditional approaches, with the formative and shared evaluation approach being the most adjusted to the new competency model. Finally, the existence of an agreement among the experts about the low impact that the competency model has actually had in compulsory education has been evidenced, and that is directly reflected in the lack of implementation and development of the same in the centers. schoolchildren.
YR 2023
FD 2023
LK https://uvadoc.uva.es/handle/10324/61937
UL https://uvadoc.uva.es/handle/10324/61937
LA spa
NO Escuela de Doctorado
DS UVaDOC
RD 24-nov-2024