Competence Development In Education Research Articles

FEATURES OF THE MODEL DEVELOPMENT OF PHARMACEUTICAL PROFILE’S TEACHERS PEDAGOGICAL COMPETENCE IN THE SYSTEM OF SCIENTIFIC AND METHODOLOGICAL WORK OF THE COLLEGE

The article is devoted to the substantiation of the model development of the pharmaceutical profile’s teachers pedagogical competence in the system of scientific and methodological work of the college. The article deals with the concepts of “model” and “modeling”. The process of modeling is actualized in the pedagogical and scientific literature. Also the author’s structural model has been presented in the article. The model under review includes the brief content characteristics of the following blocks: conceptually-objective, motivationally-stimulative, content-procedural, productively-diagnostic. The author’s model is determined as a structural scheme, which reflects the relations and the relationships between the constituent elements.The discovered structural model of the pharmaceutical profile’s teachers development in the system of scientific and methodological work of colleges presents a graphical representation of the goals, tasks, scientific approaches, principles, process organization, components of pedagogical competence, criteria and indicators of the levels evaluation of pharmaceutical profile’s teachers pedagogical competence development, and ties clarification between them. The result of the implementation of the discovered model is the corresponding level of the development of pharmaceutical profile’s teachers pedagogical competence in the system of scientific and methodological work of the college. The structural model of the development of the pharmaceutical profile’s teachers pedagogical competence in the system of scientific and methodological work of the college is the target orientation of the pedagogical competence development and an effective benchmark for substantiation of the content of the program development.The suggested model is also the definition of forms and methods of the pharmaceutical profile’s teachers pedagogical competence development in the system of scientific and methodological work of the college and definition of a specific level of the pharmaceutical profile’s teachers pedagogical competence development.

THE DEVELOPMENT OF TEACHERS PEDAGOGICAL COMPETENCE IN THE CONDITIONS OF PROFESSIONAL EDUCATIONAL ORGANIZATION

Purpose: The ideas of integrity, unity, systematic organization of teacher’s work allow presenting the work of the teacher – a complex pedagogical reality – in the form of the unity of three interrelated spaces: the teacher’s personality, pedagogical activity, and pedagogical communication. Methodology: The analysis of the works of national and foreign experts devoted to the study of competences and competencies shows convincingly that, first of all, this phenomenon is associated with professional activity. A natural continuation of the study of competence problems in the late twentieth – early XXI century is the scientific and practical interest in the possibility of forming and developing competence in a specially organized environment. Result: For the authors of the article it is important not only how the teacher develops his pedagogical competence in the process of professional activity, but also how it increases the effectiveness of the educational activity of the student. Discussion. In our opinion, the basic competencies of a teacher of a professional educational institution should reflect the culture of the teacher and are divided into professional-pedagogical, social-motivational, information, communicative, creative. Special competencies integrate the knowledge of the teaching subject and methods of teaching, are divided into objective, content, design, reflexive, monitoring. Applications: This research can be used for the universities, teachers, and students. Novelty/Originality: In this research, the model of the development of teacher's pedagogical competence in the conditions of professional educational organization is presented in a comprehensive and complete manner.

Virtual exchange for (critical) digital literacy skills development

This article examines the ways in which transcultural and digital literacy skills may be enhanced by telecollaboration, a model of virtual exchange (VE). After an overview of the literature on telecollaboration in language teacher education with a focus on digital literacy, it considers the potential of critical digital literacy development through VE. In particular, it argues for the relevance of critical digital literacy in relation to the characteristics of the twenty-first-century graduate, and the potential of the telecollaborative model of VE to develop skills to this effect in language teachers and subsequently their students. The EVALUATE project is presented, including its rationale and the methods used for data gathering and analysis, followed by the presentation and discussion of the main project findings in terms of the participants’ digital pedagogical competence development and evidence of emerging critical digital literacy. Finally, it offers some concluding remarks and points at gaps that remain to be addressed, if we want to draw maximum benefit from VE for promoting a critical and informed approach to the use of technologies first in language teachers and teacher trainees and thereafter also in their students.

Development of Pedagogical Competency Models for Elementary School Teachers: Pedagogical Knowledge, Reflective Ability, Emotional Intelligence and Instructional Communication Pattern

Pedagogical competence of elementary school teachers in DKI Jakarta province is at medium level. Moreover, they have the lowest ability in recognizing their learners deeply. Apprehensively, Indonesia ranks the highest in violence case at school, which is 84 % with comparison 7 out of 10 learners (Indonesian Child Protection Commission (KPAI) under the International survey of Center for Research on Women (ICRW). In addition, 39.6% of child violence is undertaken by teachers. The phenomena entail the new concept of the pedagogical competence development model, which is rooted in pedagogical knowledge, reflective ability, emotional intelligence, and instructional communication pattern. The questionnaire was administered to 264 elementary school teachers in West Jakarta by employing Structural Equation Modeling (SEM) model. The results showed that the pedagogical competence model could be developed based on pedagogical knowledge, reflective ability, emotional intelligence and instructional communication patterns.

Development of foreign philological students’ pedagogical competences by the course «Professiogram of a Teacher of Russian as a Foreign Language»

The paper deals with the role of the discipline Professiogram of a teacher of Russian as a foreign language (variable part of Curriculum 45.03.01 Philology, major Teaching Russian as a foreign language) for the development of foreign philological students pedagogical competences. The demand for Russian philological education among foreign students is largely due to the desire to continue teaching. Federal state educational standard of higher education for Curriculum 45.03.01 Philology involves the development of a number of pedagogical competencies that are important for prospective teachers of Russian. To develop necessary competencies and to become a successful specialist it is necessary to get a set of knowledge and skills, culture and experience, which is the professiogram of the teacher of Russian as a foreign language. The paper also deals with the specifics of the academic discipline Professiogram of a Teacher of Russian as a Foreign Language and defines the conceptual content, principles and form of practical work. The basis of pedagogical competencies development is a complex of knowledge about requirements for professional activity and personality of the teacher, pedagogical abilities as well as components of pedagogical skills. The specificity of the discipline Professiogram of a Teacher of Russian as a Foreign Language is that it develops communicative personality of a prospective teacher. The paper contains examples of practice-oriented tasks.

Modern Pedagogical Approaches in the System of Engineering Education

The article aims at studying the specifics of the psychological and pedagogical competence of future engineers in the structure of the educational process and in relation to the use of innovative and effective educational technologies. At present, the general issues of humanization and pedagogical and methodological support of the educational process are of great importance in light of the need to increase the academic mobility of university graduates who choose to work at universities. The problem of insufficient level of their psychological and pedagogical competence development arises automatically. Psychological and pedagogical competence of a graduate means his (her) ability to mastering the basic material of the psychological and pedagogical unit, the ability to operate the acquired knowledge and put it into practice, mastering acquired skills in the conditions of concrete professional and pedagogical activity.This problem has several solutions. One of the most effective is the possibility of developing and introducing the programmes of advanced psychological and pedagogical training and professional retraining for future engineers specializing in engineering pedagogy.The purpose of the article is to view the effective approaches to the development of psychological and pedagogical competences among future engineers. The authors consider using of the modern IT-technologies to be a strong motivator in this process as well as gamification (role games and business games).As the key tasks of the teaching staff at technical university the following issues are regarded: creation of conditions for the disclosure by future engineers of their professional and personal resources; obtaining by future engineers the information necessary to increase the level of their psychological and pedagogical competence; acquisition of skills necessary for knowledge application in future professional activity; expanding the range of professional competencies of future engineers in the conditions of psychological and pedagogical design.One of the most important aspects of teacher’s activity is reflection, self-evaluation. The authors present teachers’ behavior patterns for reflection and formulate the recommendations for teaching future engineering teachers.Thus, the specificity of training future engineers with the focus on increasing their psychological and pedagogical competence is a complex multi-faceted process, specially organized in time and space, involving consideration of certain psychological and pedagogical, methodological and methodical patterns and aimed at developing professional qualifications of future engineering pedagogues.

Becoming a competent teacher in education for sustainable development

PurposeThis paper aims to provide a holistic approach to assessing student teachers’ competence development in education for sustainable development (ESD). This is to provide evidence on which teaching and learning formats help to foster which aspects of ESD-specific professional action competence in teachers. The studied competencies consist of content knowledge (CK), pedagogical content knowledge (PCK) and the willingness to actively support and implement ESD.Design/methodology/approachA multiple case study design was used on two sequential modules of a university’s teacher education program. A mixed-methods approach was applied that combined surveys, videotaped and PhotoVoice-supported focus groups, as well as pre- and post-assessment tools. Qualitative data analysis was based on the coding paradigm of the qualitative content analysis, whereas quantitative data were interpreted by means of descriptive statistics and paired sample t-tests.FindingsThe results from this study clearly indicate that the two courses contributed to a shift in students’ non-cognitive dispositions. The study also provides evidence on the students’ competence development and demonstrates how two different learning settings support different dimensions of teachers’ professional action competence in terms of ESD.Originality/valueThe triangulation of data enabled not only a mere competence assessment but also deeper insights into learning processes, as well as into the drivers of and barriers to competence development. Furthermore, the study introduces an innovative approach to assessing the development of PCK.

MENTORING STYLES AND THEIR CONTRIBUTION TO PEDAGOGICAL AND DIDACTIC COMPETENCE DEVELOPMENT

The current educational theoretical and practical discourse intensively highlights the issue of the relationship between the mentor and mentee, in other words, the style of mentoring. The issue of influence of mentoring style to the development of mentees’ pedagogical and didactic competencies is still not sufficiently investigated. The purpose of the study is to explore mentoring styles and examine their contribution to the development of pedagogical didactic competencies of mentees. Reflective reports of student teachers (N=10) who had their internship practice in secondary schools, were analyzed using content (deductive) analysis method. The findings suggest that emerging mentoring style depends on the age and the previous pedagogical experience of mentee’s: young and having no pedagogical practice mentees tend to follow the traditional-hierarchical mentoring relationship, while older and with some pedagogical experience mentees prefer to practice reciprocal relationship with their mentors. Anyway, in both highlighted cases, the emphasis of mentors is placed on the development of didactical competencies rather than pedagogical. The prevailing mentor – mentee relationship in secondary education and implications for the professional identity of student teachers are discussed as well.

Методичні умови розвитку педагогічної компетенції фахівців машинобудівних спеціальностей в закладах вищої освіти

Методичні умови розвитку педагогічної компетенції фахівців машинобудівних спеціальностей в закладах вищої освіти

Effectiveness of Pedagogical Competence: A Development Model through Association of Biology Teachers’ Forum

The results of teacher competency test performed by the Centre of Human Resource Development on Education and Education Quality Assurance have indicated less effectiveness of a certification program. A regional subject teacher association called MGMP (Musyawarah Guru Mata Pelajaran) board, is also known as a forum of all subject teachers with a strategic role in increasing teachers’ professionalism in carrying out their duties as professional teachers. The main objectives of the study were to describe the mechanism of pedagogical competence development activities for biology teachers in a post-certification program through MGMP forum and to identify the characteristics of the activities of biology MGMP. The research method was of survey type and the data collection instruments were a list of questions, polling, and a questionnaire. The respondents included the head of educational quality assurance agency or LPMP (Lembaga Penjamin Mutu Pendidikan) Central Java, education officers of Surakarta, principals, biology MGMP board, as well as biology teachers, selected through purposive sampling method. The results of this study revealed that the mechanisms and the procedures of activities to develop the pedagogical competence of biology teachers in the post-certification program in Surakarta through MGMP were: MKKS (Musyawarah Kerja Kepala Sekolah) or association of school principles networking initiate coordination with district education office, biology MGMP conducts a gathering to devise programs and activities for a year with guidance from supervisor and MGMP board, MKKS or coordinators of MGMP authorize devised programs and activities, implementation of needs-based activities, determination of resource persons, and evaluation to obtain feedback for programs and activities of subsequent years. Furthermore, characteristics of activities based on the priority were: review of Graduate Competency Standard (GCS); preparation of final exam exercises and national exam try-out, and analysis of previous national exam; preparation of student worksheets, preparation of modules, preparation of lesson plan (LP), comprehension of learning materials, enrichment of laboratory materials; workshop of classroom action research (CAR), and preparation of incidental materials. The outcomes produced by biology teachers after carrying out the activities were: final exam exercise, national exam try-out and GCS, syllabus and lesson plan, learning methods and appraisal instruments, CAR proposal, as well as modules/teaching materials/props. The constraints encountered in the implementation of the activities were: funding issues, unstructured and discontinuous programs, complexity of providing resource persons, absence of guidance and supervision, and lack of teacher’s awareness. Meanwhile, several solutions to overcome the constraints in order to support the effectiveness of the activities were: comprehension of biology learning materials, enrichment of laboratory materials, collaboration with universities, CAR follow-up, more structured and continuous programs and activities, as well as supervision and guidance from supervisors.

PEDAGOGICAL COMPETENCE DEVELOPMENT OF UNIVERSITY TEACHERS WITH NON-EDUCATION BACKGROUND: THE CASE OF A LARGE UNIVERSITY OF EDUCATION IN INDONESIA

Pedagogical competence of university teachers or lecturers has lately gained much attention from researchers; however, no research has specifically examined the pedagogical competence of lecturers with non-education background. Herein, drawing upon Olsson et al. (2010) pedagogical competence development and under the Indonesian legislation of lecturer pedagogical competence, we investigated the efforts made by lecturers with no education background in a large Indonesian university of education to develop their pedagogical competence. As many as 40 lecturers took part in our preliminary survey of lecturer pedagogical development, and 20 of them joined our interviews and focus group discussion. Based on the results of the survey and focus group discussion, we gain a description of the efforts made by the lecturers in developing their pedagogical competence, their perceptions of the extent to which their university has facilitated their pedagogical development, and the perceived challenges. Recommendations are drawn based on the results of the research to create a model of pedagogical content knowledge development that is suitable for the lecturers and other non-education lecturers.

ОБГРУНТУВАННЯ ТЕОРЕТИЧНОЇ МОДЕЛІ СТАНОВЛЕННЯ ТА РОЗВИТКУ ПСИХОЛОГО-ПЕДАГОГІЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ОФІЦЕРІВ-ПРИКОРДОННИКІВ

Introduction. One of the important components of the professional competence of future border guard officers is psychological and pedagogical competence. For a better understanding of the specifics of the psychological and pedagogical training of cadets, the awareness of its need for solving the pedagogical tasks of future professional activities, the actual issues are the construction of a model that would describe this process and provide an opportunity to predict the consequences of the relevant purposeful activity of the teacher.Purpose. The purpose of the article is to substantiate and construct the theoretical model of formation and development of psychological and pedagogical competence of future officers of the State Border Guard Service of Ukraine.Methods. To achieve the goal, a system of research methods was used: the study, analysis of scientific, pedagogical, and methodological literature, theoretical modeling of the process of formation and development of psychological and pedagogical competence, studying and generalization of domestic and foreign experience, the method of expert assessments.Results. In the article, based on the consideration of the views of domestic and foreign scholars taking into account the component structure of psychological and pedagogical competence and expert opinion, the theoretical model of formation and development of psychological and pedagogical competence of future border guard officers is substantiated. The proposed model is constructed in accordance with scientific principles and taking into account the basic provisions of the well-known concepts of psychological and pedagogical research. The article describes the peculiarities of the functioning of the author's model, the content of its constituent blocks, interrelations and interdependencies between the elements.Originality. The originality of the constructed model lies in the fact that it is dynamic, open and, if necessary, can be supplemented with new elements and components.Conclusion. The developed model can be considered as an effective tool for organizing the process of forming the psychological and pedagogical competence of cadets while studying at an institution of higher military education. The effectiveness of this model will be tested in an experimental study.

PEDAGOGICAL COMPETENCE AS A COMPONENT OF PROFESSIONALISM OF PSYCHOLOGY TEACHER

The article studies the relevance of research of pedagogical competence of the future teacher of psychology in higher education in the context of professional component of the psychologist. The scientific approaches to the definition of the term «professionalism of the teacher of higher education» are analyzed. The activity approach is associated with the highest levels of excellence in the work, achieved in the arts and skill in professional activity. Personal approach focuses on the systematic organization of consciousness and human psyche, which includes the properties of the person as a whole; skills, skills, motor skills, cognitive processes, actions, awareness, knowledge, experience and culture of a professional, his emotional world. The third approach to defining the essence of professionalism is manifested in the combination of activities and personal principles, when professionalism is viewed in the dialectical unity of manifestations of activity and personality and, accordingly, is defined by the concepts of «professionalism of activity» and «professionalism of personality». The issue of pedagogical competence of the psychology teacher in the acmeological approach, which is considered at different levels: general, special and individual, has been updated. The essence of teacher’s pedagogical competence as a component of his professionalism is revealed. In the structure of pedagogical competence of the teacher we distinguish general professional (psycho-pedagogical, research and pedagogical management) and key competences (social, general cultural, health-saving, civil, informational). The prospects for further research are to develop and introduce into the educational process the pedagogical conditions for the development of pedagogical competence of a future teacher of higher education psychology.

Детерминанты становления профессионально-педагогической компетентности будущего специалиста физической культуры и спорта в условиях вузовского образования

We consider the determinants (factors, means) of the professional and pedagogical competence development of future specialists in physical education and sports in the university educational space. We give their classification depending on the specifics of the impact on the professional and pedagogical competence development of students athletes. We present: 1) determinants that have a direct impact on students in the university educational process; 2) factors affecting future specialists in physical education and sports, indirectly – through interaction with other subjects at the university in the process of educational and upbringing activities “in the zone of proximal development” (according to L.S. Vygotsky); 3) determinants that affect future professionals through relationships in interest groups; 4) determinants of incentives (competition in educational or sports activities); 5) subjective determinants – citizenship, spiritual and moral values, motivation for sports and choosing a profession, responsibility, self-evaluation, level of aspiration, personality orientation, etc. The force of influence of different determinants is taken into account, considering the individual psychological and psychological-typological characteristics of students: strongly influencing, with medium influence, having low influence. We reveal the content, speci-ficity and nature of the influence on the personality of future specialists. We present the psycho-logical mechanism of their influence and the ways and methods of monitoring the development of their professional and pedagogical orientation.

Принципи розвитку педагогічної компетентності викладачів фармацевтичного профілю у системі науково-методичної роботи коледжу

The article deals with the determination of the principles of the pharmaceutical profile teacher’s pedagogical competence in the system of scientific and methodical work of the college. It has been found that the principles of pedagogical competence development of the given teacher’s category are motivation, continuity, purposefulness, complex approach, individualization, activity, priority of self- scientific and methodological support, innovation, reflexive evaluation of your own activities, humanization. Also, the article gives the overall characteristic of the principles’ content part.

Критерии и показатели становления психолого-педагогической компетентности молодых специалистов в системе образования

The article analyzes the approaches to the defi nition of the concept of “the formation of psychological and pedagogical competence of young professionals”, the structure of psychological and pedagogical competence of young teachers is presented, and the criteria for the development of psychological and pedagogical competence of young specialists in the regional education system are developed on its basis: the emotional value criterion revealing the features motivational-value sphere of the young teacher and manifested in an emotional attitude to diff erent sides of the professional activities; cognitive-content test, refl ecting the presence in young teachers of basic psychological and pedagogical knowledge and their justifi ed application in pedagogical practice of the teacher; an activity-behavioral criterion that includes the features of the psychological and pedagogical competence of young teachers through practical skills in the implementation of professional activities and behavior.

АКТУАЛИЗАЦИЯ ПРОБЛЕМЫ СТАНОВЛЕНИЯ ПСИХОЛОГО-ПЕДАГОГИЧЕСКОЙ КОМПЕТЕНТНОСТИ МОЛОДЫХ ПЕДАГОГОВ В РЕГИОНАЛЬНОЙ СИСТЕМЕ ОБРАЗОВАНИЯ

Problem and purpose. In this article the problem of the formation of the psychological and pedagogical competence of young teachers is analyzed and formulated. The purpose of the article consists in the identification and justification of the urgency of developing the necessary organizational and pedagogical conditions for the development of psychological and pedagogical competence in young teachers within the regional education system. The research methodology is based on analysis and generalization of normative legal documents in the education system, research works of domestic and foreign scientists, analysis of practical work with young teachers in the regions of the Russian Federation. Results. The regional system of education is considered to be a resource for the development of psychological and pedagogical competence of young teachers, it contributes to the achievement of a new quality of education. In the article the need to develop and implement the organizational and pedagogical conditions for the formation of psychological and pedagogical competence of young teachers is updated in accordance with the peculiarities of the concrete stage of professional adaptation and new requirements for the system of general education. Cnclusion. The urgency of the formation of psychological and pedagogical competence of young teachers as one of the resources to improve the quality of general education is set by the requirements of the Federal State Educational Standard for General Education, the professional “Pedagogue” standard, the National System of Teacher Growth. The teacher needs to work with each student (in accordance with individual and age characteristics, educational needs), ensuring his educational dynamics. It becomes important to provide pedagogical support for the development of the psychological and pedagogical competence of young teachers in the regional education system, taking into account the specifics of the period of professional adaptation and the needs of the young specialists themselves.

Laboratory of pedagogical skills of teachers as integrative component of modern technical higher education

Realizing the importance of constant self-development and self-improvement of the scientific and pedagogical worker in order to increase his professional and pedagogical competence, we decided to set up our own Laboratory of Pedagogical Skill, which has all the possibilities to become a school for the formation of professional competence of teachers of Prydniprovska State Academy of Civil Engineering and Architecture. By the way, our project is not a single phenomenon of modern high school. Similar projects are implemented, as a rule, in higher pedagogical educational institutions; also in Kiev-Mohyla Academy it is organized its own certified School of Professional Development of Teachers. The purpose of the article is to analyze the level of development of vocational and pedagogical competence of teachers of modern higher education institutions and to propose effective ways to increase this competence in order to improve the pedagogical process and improve the quality of education at Prydniprovska State Academy of Civil Engineering and Architecture. Objectives of the research: 1) to determine the structure of vocational and pedagogical competence of the modern teacher; 2) to find out the correlation between the concepts of "professional-pedagogical competence" and "professional self-development"; 3) to determine the role and place of the Laboratory of Pedagogical Skills in the structure of Prydniprovska State Academy of Civil Engineering and Architecture as the center of the progressive teaching community in questions of European integration educational problems. Conclusion. A modern teacher as a scientist and a teacher should go beyond the scope of his special disciplines, constantly expand his own competencies, be aware of innovations in pedagogical science. Generally, students knowingly and unknowingly copy their teachers, and in order to prepare a highly skilled, competitive young specialist, teachers must be super professionals in their field, capable to self-actualization in scientific and pedagogical activities that are engaged in constant self-development and self-improvement. Consequently, on the agenda of the modern high school there is a change in the culture of teaching, which requires extraordinary efforts on the part of teachers (who are forced to seek new forms of classes, modern didactic materials, methods of communication, assessment systems), and on the part of the administration of higher education (providing modern information system, educational materials, organization and support of innovative forms of training organization), as well as from students (who are aware of their partner position in the educational process and personal responsibility for the results of learning).

Effectiveness of the teaching practice program for preparing students teachers at Education Faculty in Arhab – Sana'a University from Students’ perspectives in the Academic year 2015/2016

The study aimed to explore the degree of effectiveness of teaching practice course in the bachelor degree of Teacher Education Preparation at the Faculty of Education, in Sana'a University – Arhab branch, from Students’ perspectives in the Academic year 2016/2017. To achieve this aim, a questionnaire, consisting of 61 items was developed. The questionnaire covered four dimensions: educational supervisor, cooperative teacher, cooperative school, and development of educational competencies. A sample of (66) students were selected randomly from the fourth level. The study results showed that the highest degree of effectiveness was in the dimension of “development of educational competencies” which scored a mean of (3.02), which also indicated a medium degree of effectiveness. The next score was to the dimension of “educational supervisor” which was (2.63). The other two dimensions, “the cooperating teacher” and “the cooperating school”, scored the means of (1.40), (1.86) respectively. These two values indicate low degree of effectiveness. Finally, the study presented recommendations that would contribute to the development of the teaching practice program in the colleges of education of Sana'a University to achieve the desired objectives.
 Keywords: Teaching practice, Faculty of Education, Arhab, Sana'a University, Student teacher preparation

Valoración de las estrategias adoptadas por docentes en la enseñanza de la ciencia desde la perspectiva de los estudiantes de educación básica

Objetivos: caracterizar y evaluar el nivel de desarrollo de las competencias pedagógicas mediante las estrategias adoptadas por docentes de Educación Básica en la enseñanza de la ciencia desde la perspectiva de los estudiantes.
 Metodología: se aplicó un enfoque metodológico cuantitativo de naturaleza descriptiva y multifactorial. Los datos se obtuvieron entre los estudiantes de octavo y noveno grado de la Institución Educativa Santiago Apóstol, Municipio de Santiago, Norte de Santander, Colombia. Se utilizó una escala Likert diseñada para que los estudiantes describieran la práctica pedagógica de los docentes del área de Ciencias Naturales desde los tres aspectos que se evalúa en el desarrollo de la competencia pedagógica: la planeación curricular, desarrollo curricular y seguimiento y mejora (evaluación curricular).
 Resultados: las pruebas estadísticas muestran que los docentes desarrollan prácticas pedagógicas reflexivas que requieren de refuerzo en la Estrategia Pedagógica (IEP) y en las Tecnologías de la Información y las Comunicaciones (TIC) que permitan un desarrollo de competencias científicas más asertivas.
 Conclusiones: se identifican estrategias que promueven el desarrollo de competencias científicas en los estudiantes y se devela la utilización de recursos didácticos y prácticas de laboratorio que, sin embargo, no están articulados con las necesidades de los estudiantes.