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    Self-assessment of Teaching Competencies UCM

    To identify the teaching skills of primary and secondary school teachers in order to improve the quality of education; understood in terms of inclusiveness and excellence.

     

    Authors: University cowork led by the Education Department of the Universidad Complutense de Madrid

  • Analysis of teaching skills for educational excellence and inclusion

  • Analyzed indicators

    Communication

    📋 Performance

    📌Teaching skills

    Communicative competence refers to the set of skills that enable an interaction between the teacher and the rest of the educational agents.


    To this end, the knowledge and practice of verbal and non-verbal communication resources of communicative efficacy are fundamental for the proper exercise of professional activity (Sanz, 2005).

    Work planning and organization

    📋 Performance

    📌Teaching skills

    Work planning and organisation competence refers to the ability to set work objectives and to choose the most effective means of achieving them. It refers to knowing how to get an overall view of the training process to be developed, giving it structure and coherence and knowing how to adapt it to the educational stage, the subjects and the institution in which one is working (Castaño Perea, 2009; Zabalza, 2012).

    Proficiency of the subject and updating

    📋 Performance

    📌Teaching skills

    The competence of proficiency of the subject and updating refers to the ability to know, apply, integrate and keep updated the knowledge (theoretical, practical and didactic) of the subject; in order to promote student learning through adapted methodologies and tools (Centro de Perfeccionamiento, Experimentación e Investigaciones Pedagógicas, 2008; Martínez and Rivero, 2001; Rietveldt, Fernández and Luquez, 2009).

    Ethical commitment and values

    📋 Performance

    📌Teaching skills

    The competence ethical commitment and values refers to the capacity to respect and transmit diversity of values, such as freedom, equality, solidarity, active respect, dialogue, responsibility, justice and respect for diversity (Rodríguez Jiménez, 2012)

    Research and integration of knowledge

    📋 Performance

    📌Teaching skills

    Research and knowledge integration competence refers to the ability of teachers to analyse their own practice and its underlying basis with the aim of considering alternative means of achieving their ends (Pennington, 1992).

    Adapting to differences

    📋 Attention to diversity

    📌 Teaching skills

    The competence of adaptation to differences implies any educational action systematically designed for those students who present differences (individual or group) associated with educational outcomes, in order to ensure educational equity (García García et al., 2007).

    Ability to establish links with the community

    📋 Emotional skills

    📌Teaching skills

    The competence to establish links with the community refers to the ability of teachers to establish and maintain relationships with the community and the family over time (Arellano and Peralta, 2015; Navarro, González, López and Botella, 2015).

    Leadership

    📋 Emotional skills

    📌Teaching skills

    Pedagogical or learning-centred leadership competence enables the creation of better conditions for teaching and learning with the aim of achieving educational improvement (Bolívar, López and Murillo, 2013).

    Technology

    📋 Performance

    📌Teaching skills

    Technological competence allows us to integrate technology into the teaching-learning process to improve it. It entails the ability to operate efficiently in the 21st century society, which involves three areas: understanding the impact of technologies on society, information and communication using digital technology.

    Emotional

    📋 Emotional skills

    📌Teaching skills

    Emotional competence is the ability to know, value and control one's own and the learners' emotions and feelings with the aim of facilitating thought and promoting emotional and intellectual growth (Hué, 2013; López-Goñi and Goñi Zabala, 2012; Mayer and Salovey, 1997).

    Collaborative teamwork

    📋 Performance

    📌Teaching skills

    The collaborative work competence involves the joint reflection of different educational situations, through active listening, negotiation and conflict management skills (maturity to face the differences in criteria) by the whole teaching team. It requires the ability to be open to work with others and to be committed to the group. It aims to obtain creative results for the achievement of common goals based on shared responsibility and positive interdependence of the group.

  • Self-evaluation by means of headings​

    The test consists of self-assessment headings with 11 teaching skills.

     

    Each one is structured in four levels of mastery; each higher level including the previous ones (level 4 of competence subsumes 3, 3 to 2 and so on). Within each level you can identify the percentage of behaviours that are representative of your activity.
     

    Advanced report

    The teacher will be able to access his or her competence map.

    With the details of the result

    Analysis of each competence, the score achieved and a brief interpretation of the result.

  • Project Directors

    Chantal Biencinto

    PhD in Educational Sciences (UCM). Nowadays, she is a faculty member in the Department of Research and Psychology in Education. In terms of teaching experience in postgraduate, among other courses taught, it is important to mention her participation during the last three years in international programs at the Universities of El Salvador and UNAPEC in the Dominican Republic, teaching courses on research methodology.

    Mercedes García

    PhD in Educational Sciences. She is a tenured professor in the Department of Research and Psychology in Education at the Universidad Complutense de Madrid and co-director of the Adaptive Pedagogy research group.
    Her teaching focuses on the areas of Differential Pedagogy and Educational Orientation.

  • Documentation and practical details

    Foundations, manuals and evaluated areas of this test

     

    • Self-assessment rubric structure: see more
    • Application manual: see more
    • Why is teacher self-evaluation important? see more

    Specific information about this test

    ⏳ Test duration:

    20 - 30 minutes

     

    ⚙️ Courses on which I can apply for the test:

    Everyone in the school

     

    ♻️ When can I re-evaluate?

    It is recommended to wait at least one year.

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    ×
    La información contenida en este mensaje y/o archivo(s) adjunto(s), enviada desde HABILMIND SL, es confidencial/privilegiada y está destinada a ser leída sólo por la(s) persona(s) a la(s) que va dirigida. Le recordamos que sus datos han sido incorporados en el sistema de tratamiento de HABILMIND SL y que siempre y cuando se cumplan los requisitos exigidos por la normativa, usted podrá ejercer sus derechos de acceso, rectificación, limitación de tratamiento, supresión, portabilidad y oposición/revocación, en los términos que establece la normativa vigente en materia de protección de datos, dirigiendo su petición a la dirección postal C/ FERRAZ 28 2 IZQ 28008, MADRID o bien a través de correo electrónico JOAQUIN@HABILMIND.COM Si usted lee este mensaje y no es el destinatario señalado, el empleado o el agente responsable de entregar el mensaje al destinatario, o ha recibido esta comunicación por error, le informamos que está totalmente prohibida, y puede ser ilegal, cualquier divulgación, distribución o reproducción de esta comunicación, y le rogamos que nos lo notifique inmediatamente y nos devuelva el mensaje original a la dirección arriba mencionada. Gracias