Abstract
Nowadays, several higher education institutions have adopted a competency-based learning model, whose profiles are defined as essential performances, according to specific professional requirements. This article shows some results of a case study, developed in the professional performance scope, in which it describes and characterises the professional teaching competencies of a group of biology, chemistry and physics beginning teachers analysing the professional teaching practices. For this, eight professors with few years of professional experience were monitored, through the study of film recorded classes. Perrenoud’s postulates on professional teacher performance competencies were used as a theoretical reference. The results allow recognising professional performances associated with specific competencies of a different kind, and with a varied presence within the classroom. The implications of this research are to provide feedback to the training programs for science teachers in the country.
Highlights
Integration of teachers into the profession has been a subject of constant interest in educational research in recent times (Flores, 2014; Marcelo, 2009; Solís, Núñez, Vásquez, Contreras, & Ritterhaussen, 2016)
As regards the list of reference competencies, this study focused on the first four, so, on the one hand, it took into account that these can be recognized in professional practice and they are part of the basic competencies that should be acquired in the initial training of science teachers
The competencies that comprise the practice of science teachers are varied in terms of their nature
Summary
Integration of teachers into the profession has been a subject of constant interest in educational research in recent times (Flores, 2014; Marcelo, 2009; Solís, Núñez, Vásquez, Contreras, & Ritterhaussen, 2016). It is important to produce empirical evidence that helps and guides training centers—and higher education institutions—to implement training and monitoring programs that are in accordance with the new requirements and which contribute to increasing the percentages of competent teachers. Along these lines, research referring to beginning teachers paves the way for the production of evidence on professional performance in order to establish relationships with previous training processes
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
