El enfoque por competencias: un acercamiento a la práctica docente

Abstract

This article communicates the results of a qualitative study carried out in a higher education institution in the city of Chihuahua, Chihuahua, Mexico, with 12 professors. It describes experiences in three categories of teaching practice by competencies: planning, implementation and evaluation. The research was ethnographic in nature that used documentary analysis, observation and video recording as techniques. The data analysis was carried out using an analysis matrix, considering teaching practice as the unit of analysis and the moments of didactic planning, classroom intervention and evaluation of competencies, as categories of analysis. The results show the teachers' understanding of: teaching, learning and assessment in their daily practice. Three groups were categorized: the first, has internalized the approach by competencies; the second shows progress in didactic planning and few in the evaluation of competences; and a third group continues their traditional practice. It is concluded that these teachers are in a stage of transition from traditional teaching practices towards the competency model, which impacts on a scarce identity and rapport with the approach.