Academic practice, teacher competencies and student’s perception in the upper secondary level

Abstract

Education at the upper secondary level is experiencing its most radical transformation when the RIEMS is installed in its academic spaces. The transformation suffered in the context where the teacher develops their educational practice causes alterations in roles, functions, and the imperative need to acquire and develop new skills to meet the new challenges posed by the knowledge society. The concept of competences shows, once again, an attempt to discover a way to improve academic performance. Teaching is not alien to this context and needs to change. However, to properly address the protocols proposed by the RIEMS, the teacher must adequately develop their teaching, research, and management functions according to the needs posed by the various contexts in which they develop their academic practice. Setting up a teaching profile is one of the objectives of this study, said profile must descriptively combine qualitative and quantitative methodologies, triangulating different techniques such as questionnaires, interviews and consulting sources of information provided by experts, teachers and students. However, due to limited space, we will only address some data related to the perception that students have. Methodologically, a descriptive-exploratory design was chosen, which makes use of the survey method in the part related to teachers and an ethnographic approach, which uses students interview as method.