Incidence of teaching didactic competencies on students' learning results

Abstract

La Unidad Educativa San Antonio de Padua, located in the city of Tulcán, is an institution focused on comprehensive education and defined by a constructivist approach at the Basic Senior, Unified High School, and General Accounting Technician levels. The teaching staff faces pedagogical limitations due to insufficient training in didactic competencies, which restricts the achievement of efficient results in the teaching-learning processes demanded by modernity. This situation leads to a lack of interest in learning among students, affects skill development, and results in low academic performance, consequently impacting institutional pedagogical practice. A virtual learning environment based on a MOOC (Massive Open Online Course) was proposed, aimed at training teachers in didactic competencies in cognitive, procedural, and attitudinal areas, using technological tools in line with the current demands and progress of sciences. A mixed-methods approach was primarily used to diagnose the problem by applying surveys to high school students and teachers regarding their perception of teachers' didactic competencies in classroom work. Data obtained was also verified through a checklist for classroom visits. The results were compared based on students' academic performance, determining that appropriately developed didactic competencies are directly proportional to the outcome of teaching work. Therefore, mastering a range of strategies and didactic competencies is crucial to fulfilling the educational goals oriented toward comprehensive education. The instruments used to collect information revealed different perceptions among students, teachers, and the researcher about the teachers' didactic competencies and their application in educational processes. Regarding cognitive competencies, teachers show significant deficiencies in planning, organization, and research for the development of academic activities, consequently leaning heavily towards the exclusive transmission of content. In relation to procedural competencies, collaborative learning in the classroom is promoted; however, the methodological and didactic strategies implemented are neither innovative nor varied. Concerning attitudinal competencies, teachers demonstrate positive behaviors towards their work, respect, dialogue, and communication. Finally, the modern educator requires extensive training in pedagogical and didactic competencies to improve the teaching-learning processes.