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Cuadernos de Investigación Educativa

versão impressa ISSN 1510-2432versão On-line ISSN 1688-9304

Resumo

SEPULVEDA OBREQUE, Alejandro; OPAZO SALVATIERRA, Margarita  e  DIAZ-LEVICOY, Danilo. Institutional competencies at university: promotion and evaluation at Primary Teaching Program. Cuad. Investig. Educ. [online]. 2018, vol.9, n.1, pp.35-46. ISSN 1510-2432.  http://dx.doi.org/10.18861/cied.2018.9.1.2819.

Institutional competencies in the syllabi and graduation profiles at universities have been established only recently. Therefore, there is not current information about their promotion and evaluation. The final purpose of this research is to fill the gap of this non-existing information. The aim of the present study is to determine which educational activities are used by the teachers of Basic Pedagogy at Universidad de Playa Ancha to promote and assess the achievement of declared institutional competencies and how such competencies correspond themselves with those suggested by literature. The participants of this study were teachers of said subject at the above mentioned University. A structured interview was carried out through which most of the participants declared not to use educational activities or evaluation strategies to promote such competencies, either separately or specifically. Those teachers that do promote them do it through activities such as collaborative work, document reading and analysis, empirical research, and educational projects. Evaluation strategies were used such as group and individual performance guidelines, written reports, individual tests with essay questions and self assessment guidelines. It was thus evidenced that teachers do not promote in an intentional manner the carrying out of activities or authentic evaluation strategies aiming at developing institutional competencies. Such can have a negative impact in the students’ achievements of competencies such as social responsibility, leadership, and ethical aspects, among others, stated in the syllabi and graduation profiles. The variety and authenticity of evaluation activities and strategies used by teachers do not correspond themselves with the ones required. The teacher’s responsibility does not exclude the university’s obligation to promote assistance work, specific training, management and evaluation in order to promote institutional competencies.

Palavras-chave : Institutional competencies; teaching activities; evaluation strategies; Primary School Teaching; University.

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