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dc.contributor.authorVelasco-Martínez, Leticia-Concepción
dc.contributor.authorGarcía-Aguilera, Francisco-José (1)
dc.date2019
dc.date.accessioned2020-11-16T09:11:58Z
dc.date.available2020-11-16T09:11:58Z
dc.identifier.issn2357-1330
dc.identifier.urihttps://reunir.unir.net/handle/123456789/10746
dc.descriptionPonencia de la conferencia "8th International Conference on Intercultural Education / International Conference on Transcultural Health (EDUHEM)", Jun 20-22, 2018, Alemeria, Spain.es_ES
dc.description.abstractThe introduction of the competency-based approach in higher education at an international level and, specifically, in the Mexican university system, has led to important transformations in the way of planning, developing and evaluating educational processes. However, some authors have indicated that its concretion, inclusion and dissemination in the university have not yet been solved. In this way, the diverse origin and concept of competencies, the improvable and prescriptive training of teachers, the lack of contextualized response or the difficulty to evaluate through competences are some of the challenges and goals that still involve the consolidation of this new approach in university education. The objective of this paper is to unravel the strengths, weaknesses and resistances of the competence model, analysing the elements and factors that delay its adequate adoption and establishment in higher education. The research has been carried out under a qualitative approach and twenty-two interviews were conducted in different university institutions. This work explores the perspectives and experiences about the evolution of the competency-based approach in higher education. The result invites reflection and the establishment of new commitments and interdisciplinary work in relation to the design, development, monitoring and consolidation of the competency model. Besides, the findings have provided an understanding of the competency model, which could help to establish strategies and action guidelines for the development of suitable educational practices, considering the key factors that promote resistance to change.es_ES
dc.language.isoenges_ES
dc.publisherVIII International Conference on Intercultural Education and International Conference on Transcultural Health: The Value of Education and Health for a Global, Transcultural World (EDUHEM 2018)es_ES
dc.relation.ispartofseries;vol. 60
dc.relation.urihttps://www.europeanproceedings.com/article/10.15405/epsbs.2019.04.02.39es_ES
dc.rightsopenAccesses_ES
dc.subjectcompetency-based approaches_ES
dc.subjecthigher educationes_ES
dc.subjectin-depth interviewes_ES
dc.subjectMexicoes_ES
dc.subjectrejectiones_ES
dc.subjectresistancees_ES
dc.subjectWOS(2)es_ES
dc.titleResistance Towards The Competency-Based Approach In Mexican University Institutionses_ES
dc.typeconferenceObjectes_ES
reunir.tag~ARIes_ES
dc.identifier.doihttps://doi.org/10.15405/epsbs.2019.04.02.39


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