Generic and Professional Competencies in Teacher Training Graduates: An Analysis of the Formative Impact on Teaching Practice
Abstract
Graduate follow-up studies in teacher education institutions provide key inputs for curricular feedback and for assessing the relevance of study plans and programs. The present analysis aimed to examine graduates’ perceptions of their professional performance and of the development of generic and professional competencies established in the 2018 Curriculum of the Escuela Normal del Valle de Mexicali Ejido Campeche. A mixed-methods approach was implemented, using a cross-sectional and descriptive design, and a questionnaire was administered to a sample of 38 graduates from the Bachelor’s Degree in Primary Education. The results revealed high levels of employment insertion (89.4%), although this indicator does not constitute a direct assessment of competencies. The evaluation of competency development was based on the questionnaire indicators, in which 78.9% of the graduates reported feeling prepared for professional practice and 92% acknowledged the usefulness of the knowledge acquired, reflecting a positive self-perception of the achievement of teaching competencies. However, only 31.5% pursued postgraduate studies, suggesting a weak consolidation of the lifelong learning competency established in the 2018 Curriculum. It was concluded that the training provided under the 2018 Curriculum is perceived by graduates as a factor that promotes employability and the development of teaching competencies; nevertheless, since the findings are based on self-reported data, they should be interpreted as subjective indicators. Likewise, the implementation of institutional strategies that foster continuing professional development and external performance evaluation is considered necessary.
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