María José Hernández Serrano

This research is framed within the growing trend toward competency-based educational models, emphasizing the importance of students receiving feedback and knowing how to self-regulate their competency development. The innovation of the study lies in its focus on transversal competencies, which are mandatory in the training of university graduates but are rarely monitored in terms of mastery. These are often assumed to be inherent, yet they require an intentional and systematic approach. The study analyzes the perception of the development of transversal competencies among pre-service teacher education students in Chile (n=114) and Spain (n=143), exploring the feedback received from their instructors. It examines four dimensions of feedback (function, usefulness, frequency, and modality), as well as students' evaluation of their own participation in the feedback process. The results show that students from both countries value feedback as a crucial tool for guiding and improving their learning process, although there are differences in the perceived usefulness and frequency of that feedback. Additionally, verbal feedback is identified as the most commonly used modality in both contexts, whereas peer feedback is the least frequent. While students perceive that their instructors are committed to their competency development, they report receiving little feedback specifically related to transversal competencies. The study highlights the need for greater clarity and coherence in the evaluation and feedback strategies employed by instructors, as well as the importance of actively involving students in the process.

Following influencers is a commonplace behaviour on social networks. Decisions to follow these figures often arise from the perceived personal merits attributed to them, combined with social factor...

El modelo educativo por competencias se presenta como una respuesta a las demandas de una sociedad en constante transformación, centrado en el desarrollo de habilidades transversales y específicas, que permita al estudiantado universitario adquirir conocimientos y herramientas necesarias para afrontar los retos sociales. El artículo fundamenta teóricamente y analiza la percepción de formadores universitarios españoles y chilenos (n=9) sobre el desarrollo y la evaluación formativa de competencias transversales en titulaciones de educación, que se orientan a la formación del profesorado. Mediante la técnica de grupo de discusión se analizaron cuatro dimensiones respecto al trabajo y la evaluación de competencias. Los resultados muestran que los académicos perciben desafíos como la falta de coordinación entre asignaturas, el compromiso de los docentes y de la propia institución y también, algunos obstáculos, centrados principalmente en la ratio de estudiantes y la resistencia que poseen algunos docentes al cambio de modelo. Entre las sugerencias los académicos destacaron instrumentos y espacios de coordinación, aplicar la evaluación formativa para identificar las fortalezas y debilidades de los estudiantes y diseñar tareas que respondan a las realidades profesionales reales a las que se enfrentarán los futuros docentes.

Competence frameworks in general education environments have emerged to define the knowledge, skills, and attitudes that contemporary educators need to acquire. Such frameworks have been less developed within vocational education and training (VET) although this sector is directly impacted by rapid and complex technological changes increasingly embedded in industrial and organisational demands of the working context. Many VET classrooms with dual or flexible contexts, with a range of demographically and culturally diverse learners, now require teachers to be trained with new competences and cross-cutting skills to cope with the resultant wider and deeper changes in knowledge. This article presents the outcomes and data of the design and validation processes of a competence framework combining digital and social skills. It was piloted in five countries (UK, Sweden, Germany, Italy, and Spain) to provide a flexible, and needs-based competence framework for VET teachers working with vulnerable learners. After conducting a literature review and a needs assessment of VET teachers and learners, a flexible three-domain framework is presented, with pathways and training methods that account for the so-called poly-contextual skills that combine digital and social skills. The flexible framework and 26 competences were tested with 358 VET teachers using three evaluation tools (self-assessment survey, game-quiz scores, and programme satisfaction survey). Conclusions highlight the need to combine digital and social skills together with media literacy through flexible pathways to achieve better results for teaching, learning, and empowering learners.

El fenómeno influencer ha proliferado generando audiencias especializadas, las cuales incluyen a docentes que pueden ofrecer oportunidades educativas de modelado en sus seguidores. La relación seguidor-influencer se basa en la identificación y la imitación, con impactos más sensibles cuanto más jóvenes son las personas seguidoras. El estudio basado en una metodología mixta empleó un cuestionario a estudiantes de educación Secundaria en España (N=407; de edad media de 12 años, DT=0.209) para analizar diferencias en la relación de seguimiento de las personas adolescentes que siguen a influenciadores en redes sociales. Además, se realizaron entrevistas semiestructuradas con un análisis textual, analítico y reflexivo a influencers de diversos ámbitos, con los que los mismos adolescentes manifestaron que tenían una relación de seguimiento, para conocer su percepción sobre la influencia educativa. Los resultados muestran que las personas menores son conscientes del rol comercial de dichas personas, sin embargo, los influencers no consideran su impacto educativo, que solo es percibido por los influencers docentes. Se concluye que es importante comprender y regular la influencia de estos referentes en los menores, reconociendo su papel educativo y su responsabilidad en el contenido que comparten en redes sociales.