<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-9304</journal-id>
<journal-title><![CDATA[Cuadernos de Investigación Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. Investig. Educ.]]></abbrev-journal-title>
<issn>1688-9304</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educación Universidad ORT Uruguay]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-93042018000100035</article-id>
<article-id pub-id-type="doi">10.18861/cied.2018.9.1.2819</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Competencias sello en la universidad: promoción y evaluación en Pedagogía Básica]]></article-title>
<article-title xml:lang="en"><![CDATA[Institutional competencies at university: promotion and evaluation at Primary Teaching Program]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sepúlveda Obreque]]></surname>
<given-names><![CDATA[Alejandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Opazo Salvatierra]]></surname>
<given-names><![CDATA[Margarita]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz-Levicoy]]></surname>
<given-names><![CDATA[Danilo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Los Lagos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Playa Ancha  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Los Lagos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>9</volume>
<numero>1</numero>
<fpage>35</fpage>
<lpage>46</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-93042018000100035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-93042018000100035&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-93042018000100035&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El establecimiento de las competencias sello institucionales misionales en los documentos oficiales de las universidades es de reciente data por lo que, en gran medida, se carece de información suficiente sobre la materia. La presente investigación tiene como objetivo principal abordar, en parte, ese vacío existente. El propósito es determinar a través de qué actividades educativas los docentes de Pedagogía Básica de la Universidad de Playa Ancha promueven y evalúan el logro de estas competencias y cómo se corresponden con las recomendadas por la literatura. Los participantes fueron docentes que imparten clases en la carrera e institución antes mencionadas. A través de la entrevista se pudo constatar que los docentes, mayoritariamente, declaran no realizar, de forma consciente, actividades educativas o estrategias de evaluación que promuevan, por separado y en específico, estas competencias. Aquellos docentes que manifiestan promoverlas lo hacen a través de actividades tales como trabajo colaborativo, lecturas y análisis de documentos, investigaciones empíricas y proyectos educativos. Las estrategias de evaluación empleadas son las siguientes: pautas de desempeño grupal e individual, informes escritos, pruebas individuales de preguntas de desarrollo y pautas de autoevaluación de competencias. Pudo concluirse entonces que los docentes no promueven en forma intencionada y deliberada actividades y estrategias de evaluación auténticas tendientes al desarrollo de competencias institucionales sello misionales lo que, en gran medida, puede impactar negativamente en el logro, por parte de los estudiantes, de competencias tales como la responsabilidad social, el liderazgo y aspectos éticos, entre otras, declaradas en los objetivos de los programas de estudios y perfil de egreso. La variedad y autenticidad de las actividades y estrategias de evaluación usadas no se corresponden con las requeridas. La responsabilidad del docente no excluye, de manera alguna, la obligación de la universidad en cuanto a labores de acompañamiento, capacitación específica, gestión y evaluación para la promoción de competencias sello misionales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: 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&#8217; 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&#8217;s responsibility does not exclude the university&#8217;s obligation to promote assistance work, specific training, management and evaluation in order to promote institutional competencies.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Competencias institucionales sello misionales]]></kwd>
<kwd lng="es"><![CDATA[actividades educativas]]></kwd>
<kwd lng="es"><![CDATA[estrategias de promoción y evaluación]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía Básica]]></kwd>
<kwd lng="es"><![CDATA[Universidad]]></kwd>
<kwd lng="en"><![CDATA[Institutional competencies]]></kwd>
<kwd lng="en"><![CDATA[teaching activities]]></kwd>
<kwd lng="en"><![CDATA[evaluation strategies]]></kwd>
<kwd lng="en"><![CDATA[Primary School Teaching]]></kwd>
<kwd lng="en"><![CDATA[University]]></kwd>
</kwd-group>
</article-meta>
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