TORIBIO LOPEZ, Alexander    DERONCELE ACOSTA, Angel. Humorous teaching competence: definition, model and evaluation rubric. []. , 18, 84, pp. 292-302.   10--2022. ISSN 1990-8644.

The improvement of teachers' skills enables them to propose solutions to the various problems demanded by society. Likewise, the humor used by the teacher in the classroom stimulates interest in the student and generates a climate conducive to learning. The objective of the study was to theoretically analyze frameworks that define the competences of the university teacher, identify the existing relationships between them and reveal how humor can be established as a competence of the teacher. To do this, a hermeneutical documentary research is used, essentially considering the epistemological foundations of Perrenoud and Zabalza. It is found that the teaching competencies proposed by these authors develop professional competencies more than emotional competencies. Faced with this, an original proposal of Teaching Humorous Competence (CHD) is made based on the method of theoretical construction that allows presenting an innovative Model of Teaching Humorous Competence (MCHD) designed for university higher education based on five dimensions, as well as a Evaluation rubric for Teaching Humorous Competence (CHD). It is expected that these proposals will serve for reflection, analysis and as support for future empirical research.

: Teaching competence; emotional competence; humorous teaching competence; professional competence; higher education; teacher evaluation.

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