Professional competences in students from the training of university teachers

Abstract

The emergence of the competency-based approach in higher education has redefined teacher training paradigms, creating a new area of ​​pedagogical intervention that demands the reorganization of university faculty preparation processes. This training model, focused on the comprehensive development of skills applicable in real-life contexts, seeks to strengthen educational quality through the effective fulfillment of the three substantive functions of the contemporary university: practical teaching, knowledge generation through relevant research, and engagement with society. The research adopted a quantitative methodological design based on systematic bibliographic and documentary analysis, complemented by information triangulation techniques that allowed for the comparison of theoretical perspectives with the concrete reality of the Universidad Regional Autónoma de los Andes, Quevedo Extension. The analysis included a review of curricula, teacher training programs, and the perceptions of educational stakeholders. A comprehensive model for the complementary training of academics is proposed, structured in three interdependent dimensions: didactic, research, and socio-relational competence. This guiding model not only identifies existing training gaps but also proposes personalized professional development paths according to specific disciplines and contexts, incorporating ongoing support mechanisms, communities of practice, and formative assessment systems. The implementation of this framework would allow a transition from a traditional teacher training model to an ecosystem of continuous professional development aligned with the complex demands of the knowledge society, where the academic becomes a facilitator of meaningful learning, a researcher in context, and an agent of social transformation.