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Updated: Jul 7, 2025

Using Learning Outcome Measures to assess Doctoral Nursing Education

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Published on: June 21, 2010

Teachers' teaching and professional competences assessment.

Raúl González-Fernández¹, Adiela Ruiz-Cabezas¹, María C Medina Domínguez¹

¹Universidad Nacional de Educación a Distancia-UNED, Calle Juan del Rosal 14, 28080 Madrid, Spain.

Evaluation and Program Planning

|December 27, 2023

Summary

Teachers highly value planning and communication skills, but leadership and research competencies need development. Training programs should prioritize digital skills, especially for younger educators, while acknowledging the importance of innovation for experienced teachers.

Keywords:

Competences assessment Content analysis Logit model Mixed methods Professional competences

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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

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Published on: September 27, 2020

Area of Science:

Educational Psychology
Teacher Training

Background:

Teacher professional development is crucial for effective education.
Designing effective training models requires understanding teachers' perceptions of core competencies.

Purpose of the Study:

To assess the meaning and significance of professional competences for teachers.
To inform the design of a teaching/professional competences training model for educators.

Main Methods:

Mixed-methods approach utilizing ad hoc questionnaires and discussion groups.
Quantitative analysis with the Logit model and qualitative analysis with Atlas ti 23.
Involved over one hundred participating teachers.

Main Results:

Teachers generally scored high on evaluated competences, with leadership and research scoring lowest.
Planning, communication, evaluation, methodology, digital, and tutoring competences were highly valued.
Age-related differences observed: younger teachers (25-30) rated competences lower, while older teachers (>55) emphasized digital and innovation.

Conclusions:

Teacher training programs should holistically address a range of competences.
Emphasis on digital competence is recommended, alongside addressing challenges in research and pedagogical leadership.
Training should be tailored to address age-specific needs and perceptions of professional competences.