Generic Competencies In University Teachers In Latin America: A Review Of Didactic Proposals

Abstract

Higher education has focused its efforts on developing training programs with a competency-based approach. Common skills are this set of attributes that allow students to intervene in practice with some common elements, global and common to other professions, such as decision-making, critical thinking or respect for one's own dignity in a given situation, however, there is some research that indicates didactic and curricular recommendations for Latin American higher education in this area. The purpose of this article is to provide didactic proposals for the development of generic skills that should be a priority in university courses, analyzing each of these skills in terms of development and future implementation. Based on the above, a documentary bibliographic review on the subject was carried out, and then the steps to follow to develop the process were proposed. Therefore, it is proposed to identify the generic competences; learning outcomes, proposed methodological strategies and evaluation with indicators for each of these capacities. Among the conclusions is the need to use stages for content analysis, definition of roles and teacher training with integrity of knowledge, structural adjustment in the system and based on institutional management, identification of defined guidelines to advance in training human.