Implementación del enfoque de competencias en la formación de profesores de secundaria en Chile:

La voz de los formadores

Abstract

In Latin America, and particularly in Chile, it can be observed that teacher professional education curricula are being formulated according to the competency model. The aim of the study was to analyze the beliefs and dispositions of teacher trainers of mathematics towards the development and evaluation of specific mathematical competences. Through a mixed methodology of deepening, a questionnaire was developed (validated by expert judgment and pilot test) applied to a census sample of 56 trainers from 25 careers in Secondary Education in Mathematics in Chile, who were teaching in first-year courses. The reduction of categories was done through the factorial analysis of multiple correspondences. The results show that the trainers value the approach positively, however, they recognize that the implementation of evaluation strategies from this perspective has been deficient. Likewise, they ratify the importance of the co-evaluation and self-evaluation as ways of regulation and self-regulation of student learning. Finally, the study participants agree that the subjects that integrate knowledge such as algebra, geometry, differential and integral calculus, are those that most favor the development of competences.