Formación Pedagógica y Competencias Didácticas en Docentes de la Facultad de Ingeniería de la Universidad Nacional Micaela Bastidas de Apurímac - Perú

Published in: Industry, Innovation, and Infrastructure for Sustainable Cities and Communities: Proceedings of the 17th LACCEI International Multi-Conference for Engineering, Education and Technology
Date of Conference: July 24-26, 2019
Location of Conference: Montego Bay, Jamaica
Authors: Mariluz Castillo Cáceres (Universidad Alas Peruanas, PE)
César Castillo Cáceres (Universidad Católica de Santa María - Arequipa, PE)
Braulio Barzola Moscoso (Universidad Nacional Micaela Bastidas - Apurímac, PE)
Manuel Jesús Ibarra Cabrera (Universidad Nacional Micaela Bastidas - Apurímac, PE)
(Universidad Alas Peruanas)
Full Paper: #172


This research work studies the relationship between pedagogical training and observable didactic competences in teachers Engineering Faculty of the National University Micaela Bastidas of Apurímac, during the planning and execution of the learning subjects sessions that are delegated to them during an academic semester. The methodology applied in all phases of the study is quantitative, qualitative and correlational, because the results obtained after the application of a knowledge test and a performance observation file, exposed relevant results that demonstrate the univocal correspondence between research variables; determining the regular level of pedagogical training; as well as the regular level of exercise of the didactic competences necessary in the university teaching performance. Both elements determine the quality of teaching and the learning of future professionals of the engineering faculty, without forgetting that they are not the only elements that must be taken into account when evaluating the university educational process as a whole. The results obtained suggest the need to implement improvement programs in this area; as well as the priority attention of the evaluation of the learning and the planning of the learning processes; as elements of the curricular execution that will determine the curricular evaluation and its future modifications.