Strategies of the competency-based model and its implementation in the practice of teachers of UNAN-Managua

Abstract

The main purpose of this research was to identify in the teachers of the doctorate in Management and Quality of Education (III- Cohort), taught by the Faculty of Education and Languages of the UNAN-Managua, the methodology implemented for the integration of the teaching groups and the didactic strategies used in their pedagogical practice to manage the competency-based model. It was a field study, where according to the philosophical approach it is a qualitative research, because the lived experiences are studied from the perspective of the informants. For the collection of information, an online questionnaire was applied to them, this does not invalidate the qualitative nature, since according to Rodrigues (2023) the instruments of quantitative and qualitative methods are not mutually exclusive. The selected sample consisted of 13 participants. The selection criteria were: to be teachers at UNAN-Managua and to be teaching in the competency-based model in the different careers. For the analysis of the information, bar graphs were used. The results showed that the methodology implemented allowed the integration of the group of teachers, of contents, as well as the contribution of the components to the integrating strategy, and highlighted as an area to be reinforced the teachers’ mastery of the competency-based model. In relation to the didactic and evaluation strategies used by teachers, these are linked to an eclectic model, given the convergence of strategies that favor the competency-based model: case study, cooperative work and problem-based learning (PBL), peer evaluation and portfolios; as well as traditional strategies such as summaries, lectures, exams and written tests. It can be concluded that the teaching practice evidences a transition process from a content-centered model to a competency-based model.