Competencias docentes y proceso de enseñanza-aprendizaje en educación media superior: Un estudio cualitativo fenomenológico-hermenéutico

Teaching competencies and the teaching-learning process in upper secondary education: A phenomenological-hermeneutic qualitative study

Abstract

This paper is a descriptive analysis that presents the partial results of a research on teaching competencies whose purposes were: a) to know how teachers apply teaching competencies at the classroom level and b) to analyze the influence that teaching competencies have on the teaching-learning process. For this purpose, a qualitative methodology based on the phenomenological-hermeneutic method was used with teachers of the High School “02 de Octubre de 1968” of the BUAP. The sample was made a semi-structured interview guide and a discussion group. The results show that teachers consider a series of categories that contribute to the development of teaching competencies in the classroom. Finally, the comparison of responses between the focus group and the semi-structured interviews allowed a significant correlation with respect to teaching competencies and the teaching-learning process.