The difficulty of implementing teaching-based competencies in Spain

Onofre Ricardo Contreras Jordán, Irene González-Martí, Pedro Gil-Madrona

Abstract


This article addresses one of the key aspects of the latest educational reform carried out in Spain: teaching oriented to the development of competencies. The objective of this study is to know the difficulties of Spanish teachers to adapt to the competency model. To do this, a qualitative research methodology was used through interviews and a discussion group with 32 participants (principals, education inspectors, teachers, teachers and educational administration officials) belonging to primary and secondary education, responsible for the compulsory education stage for the subjects of mathematics, natural sciences and physical education. The results confirm that work by competencies is not carried out. The competency approach is left only in bureaucratic tasks. There is no unanimity of criteria for how to apply the teaching model by competencies, although all agree that it is important for the teaching-learning process. 


Keywords


Spain; educational indicators; teaching based-competencies



DOI: https://doi.org/10.14507/epaa.27.4053

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