Training needs of university teachers regarding their conceptions and evaluative practices in the competency-based approach

Abstract

The main purpose of this study is to determine the training needs expressed by teachers from the Faculty of Natural Resources and Environment (FARENA) at the National Agrarian University (UNA), regarding their conceptions and evaluative practices in the competency-based approach. For the design of this research, the interpretative paradigm was assumed, the approach was socio-critical and the methodological perspective that was taken into consideration was the Socio-educational Intervention Needs Analysis (ANISE) model. Among the main results, the following stand out: teachers do not have an adequate process for the evaluation of learning, there is a discrepancy in how, when, what and why to evaluate, there is a lack of depth and feedback, due to the little pedagogical preparation; they have not reflected on their evaluative practice, they consider that student learning is based simply on reproducing what they learn in the classroom. It is important to break schemes and move from a traditional behaviorist education to a constructivist partner, if it is carried out from a competency-based approach and based on the evaluation of learning it would be significant for the teaching-learning process, focusing on training for Life.