Teaching competences to teach in mediated environments. A ranking from the perspective a group of university teacher

Abstract

This paper takes as its axis the concept of ‘competence’, understood as a set of knowledge, capabilities, abilities and attitudes, in this case, related to the exercise of the teaching role in mediated environments. The identified competences emerged in response to a task that was proposed to a group of 50 teachers in higher education within the framework of a teacher training course. According to the obtained data, it was not possible to establish a hierarchy of competences, although coincidences were observed between the groups as they pointed out the need to acquire certain skills and incorporate knowledge related to the virtual training modality. Moreover, it became clear that most of the groups prioritized teaching and tutorial competences over technological competences. All of the groups identified as a macro skill - inclusive of the other skills - the recognition of the need to change and innovate.