Resumen

VALENCIA-GRIJALVA, Julia  y  DERONCELE-ACOSTA, Angel. Professional competences of the engineering teacher. Conrado [online]. 2023, vol.19, n.90, pp. 41-56.  Epub 27-Feb-2023. ISSN 1990-8644.

The objective of the study was to diagnose the current state of the professional competencies of engineering teachers and to analyze relevant aspects for their development, from the perspective of teachers, students, graduates, and key informants. A methodology with a mixed approach, concurrent design, was deployed, using the questionnaire in the quantitative phase and the interview in the qualitative phase. For the analysis of the quantitative data, SPSS version 25 was used and for the content analysis, Atlas.ti version 8.0 software was used; the findings showed that the teacher scored high in more than 90% in all competencies, while the students scored high only in the participatory and methodological competencies but less in the technical-cognitive and social competencies, even their maximum score was lower than that of the teachers, and the graduates scored medium-high in social and participatory, less in technical-cognitive and methodological competencies. Four emerging macro categories were found, professional awareness, theory and technology, social collaboration, and methodology. It is concluded by revealing three meta-competences: 1.- theory-technology binomial, 2.- collaborative work managed according to the context, 3.- resource management and continuous training to provide quality, which are established as dynamic cores of the professional competence of the engineering teacher.

Palabras clave : Professional competence; continuing education; engineering career; Competence skill; university.

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