Pedagogical competences in initial teacher training

Abstract

The following article exposes a bibliographical analysis on Tuning Latin-American regarding the competences to be developed within the initial teaching training programs, and how these are related with the competences stated in the graduation profile of teachers formed in three different institutions. This analysis is part of the bibliographic review carried out in an institutional improvement project in an interuniversity context that includes three Chilean universities, in order to strengthen the initial teaching programs and the corresponding professional apprenticeships. Nowadays, the initial teaching training is a priority issue as a national politics, existing the urgency to rethink the approach that has dominated the initial training in the universities of the country, as in the way the training of teachers is planned, it does not appear to satisfy the needs of the knowledge and learning society, which demands for new abilities centered in the integration of knowledge and the ethical background of the human being. In order to provide an answer to this new social stage, in permanent change and evolution, it is necessary to motivate the development of a culture oriented to promote a technical and humane training based in excellence since the initial teaching training, which allows to understand and comprehend the teaching praxis as an ethical task in the forming of responsible critical and empathetic citizens. In this regard, and understanding that the pedagogical competences are the base of every educational praxis, a theorical review on the pedagogical competences is proposed, such review, according to the key actors, is thought as relevant in the training of teachers. The methodology used corresponds to a bibliographical review on the pedagogical competences that a teacher must have, allowing the identification of the more valued competences that should be considered in defining the graduation profiles of the future professionals.