Assessment and evaluation by pedagogues in training regarding the specific competences of the Degree in Pedagogy at the University of Granada

Abstract

The Bologna Process involved the introduction of competencies in university degrees, which determine what skills the students have to achieve in relation to their professional profile. A quantitative approach has been followed, with a non-experimental, descriptive and cross-sectional design in order to assess the degree of development, mastery and relevance that students have over specific competences. An ad hoc questionnaire was administered to 134 3rd and 4th grade students, and descriptive analyzes (mean and standard deviation) and non-parametric inferential analyzes were performed (Wilcoxon, U Mann-Whitney and Kruskal-Wallis tests). The participants gave a remarkable relevance to the specific competences for the performance of the profession; However, there is an imbalance between the development of the same throughout the training and the domain achieved, being necessary to enhance both aspects. Similarly, there are significant differences around the three variables proposed.