Acceso usuarios
David Méndez Alonso, Antonio Méndez Giménez, Javier Fernández Río
El objeto de este trabajo es evaluar el proceso de incorporación de las Competencias Básicas (CCBB) entre los docentes de Educación Primaria. 412 maestros (296 mujeres y 116 varones; M de edad = 43,9 años) contestaron a un cuestionario ad hoc de 12 ítems en una escala Likert de 6 puntos. Sexo, edad, formación académica inicial, nivel de formación específica en base a CCBB, así como el ciclo en donde desarrollan la docencia se mostraron como variables diferenciales en la percepción de la implantación del marco competencial. Los maestros de perfil especialista afirman trabajar con mayor referencia a las CCBB que los tutores. Aquellas competencias vinculadas a áreas instrumentales se han mostrado más relevantes que aquellas de carácter más transversal. Sin embargo, los maestros especialistas consideraron más importante las competencias transversales frente a los tutores que enfatizaron especialmente las instrumentales.
The goal of this research study is to assess the integration process of the Basic Competences (CCBB) in the daily work of Primary Education teachers of a Spanish autonomous community. 412 teachers (296 women and 116 men; Mean age = 43.9 years) answered a specially designed questionnaire of 12 items in a 6-point Likert scale. Results show that the majority of the teachers had incorporated the CCBB in their class programs. However, they declared that the real degree of development of the CCBB was very low. Gender, age, initial teacher training, level of specific instruction on CCBB, and age group instructed were distinctive variables on teachers’ perceptions of CCBB integration. Teachers with a specialist profile declared that they have integrated more the CCBB that teachers with a general profile. Regarding the relevance that they give to each competence, those competences closely related to instrumental areas are considered more important than the transversal ones. However, teachers with a specialist profile considered the transversal competences more valuable, while teachers with a general profile considered the instrumental ones more important.
