Objective:

The purpose of this study was to characterize the competencies of teachers in training for the degree in Biology Education at the Universidad del Zulia, Venezuela.

Methods:

The type of study was descriptive field study and was classified as non-experimental with cross-sectional modality. The population consisted of two strata; "A" (16) teachers and "B" (89) students; to collect data, two survey-type questionnaires were used with five-choice answers that evaluated the competence variable of Biology teachers in training; in addition, the reliability and validation of the instruments were carried out prior to their application.

Result:

There are few differences between the answers given by teachers and students on the mastery of competencies developed by students, which are: generation of biological knowledge, mastery of specific instruments, biological cognitive, which were valued on the scale from very good to good; however, in the pedagogical-didactic mediation indicator, even though it is valued as good, the students expressed that there are some teachers who are not educators by profession, but biologists and doctors, and do not have training in strategies, which makes it difficult for them to teach classes on occasion.

Conclusion:

This study demonstrated that students during their professional training develop the competencies established in the university curriculum, which are indispensable to form competent graduates in Biology education.

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