Tipos de instrumentos para la evaluación de competencias en la formación de profesores de educación física: revisión sistemática
Barra lateral del artículo
Contenido principal del artículo
- Claudio Hinojosa-Torres+−
- Domingo Blázquez-Sánchez+−
- Guillermo Barahona-Fuentes+−
- Sebastián Espoz-Lazo+−
- Claudio Sanhueza-Mancilla+−
- Juan Pablo Zavala-Crichton+−
- Macarena Hurtado-Guerrero+−
- Natalia Escobar-Jara+−
- Rodrigo Yáñez-Sepúlveda+−
DOI:
https://doi.org/10.17979/sportis.2025.11.3.11548Resumen
La evaluación de las competencias en la formación de futuros profesores de educación física es clave para garantizar su preparación y la calidad de su futuro desempeño profesional. Existen diversos métodos que permiten medir estas competencias, los cuales son fundamentales para entender el desarrollo de habilidades específicas en el ámbito educativo y su impacto en la práctica docente. El estudio tuvo por objetivo analizar los tipos de instrumentos empleados en la evaluación de competencias durante el proceso formativo de futuros profesores de educación física. Se realizó una revisión sistemática de artículos publicados, abarcando todos los años disponibles hasta el momento de la búsqueda (agosto 2024) en las bases de datos Wos, Scopus, Sportdiscus y ERIC. La revisión siguió la declaración PRISMA. De un total de 820 estudios, se identificaron 33 documentos relevantes que fueron clasificados en cuatro categorías: a) Cuestionarios / encuestas; b) Rúbricas; c) Escalas de observación; y d) Test de conocimientos. La revisión resalta que cuestionarios y rúbricas, aunque comunes, son insuficientes para evaluar competencias en la formación de profesores de educación física. Esto evidencia la necesidad de herramientas más dinámicas, como simulaciones, estudios de caso o evaluaciones basadas en el desempeño de habilidades. Además, combinar cuestionarios con métodos que capten el desempeño en contextos reales mejora la precisión de la evaluación y ofrece una visión más completa del desarrollo docente
Palabras clave:
Detalles del artículo
Referencias
Açıkgöz, T., & Babadoğan, M. (2021). Competency-Based Education: Theory and Practice. Psycho-educational research reviews, 10(3), 67–95. https://doi.org/10.52963/PERR_Biruni_V10.N3.06
Arredondo, S. (2020). Education and teacher training for sustainable social development: a commentary from the socio-training. Religación, 5(24), 39-48. https://doi.org/10.46652/rgn.v5i24.638
Alkaaf, F., AlMaqbali, D., & Al-Sinani, Y. (2020). Reality of linguistic competencies of pre-service and in-service female physical education teachers in the sultanate of Oman. Journal of education and learning, 9(5), 184. https://doi.org/10.5539/jel.v9n5p184
Amor, M.I., & Serrano, R. (2019). Las competencias generales en la formación inicial del profesorado. Un estudio comparativo entre estudiantes, docentes y graduados de los títulos universitarios de educación. Educación XXI, 22(1), 239–261. https://doi.org/10.5944/educxx1.21341
Aparicio, J. L., Fraile, A., Romero, M. R., & Asún, S. (2020). La comunicación no verbal en la formación del profesorado de educación física: dificultades y limitaciones experimentadas. Revista interuniversitaria de formación del profesorado, 34(3). https://doi.org/10.47553/rifop.v34i3.81816
Aparicio-Herguedas, J. L., Rodríguez-Medina, J., González-Hernández, J. C., & Fraile-Aranda, A. (2020). Teaching Skills assessment in initial teacher training in Physical Education. Sustainability, 12(22), 9668. https://doi.org/10.3390/su12229668
Arifin, M. A. (2021). Validating an instrument for competency measurement: The art of using Rasch measurement model. International journal of academic research in business and social sciences, 11(6). https://doi.org/10.6007/ijarbss/v11-i6/10105
Arufe-Giráldez, V., Sanmiguel-Rodríguez, A., Ramos-Álvarez, O., & Navarro-Patón, R. (2023). News of the pedagogical models in Physical Education—A quick review. International journal of environmental research and public health, 20(3), 2586. https://doi.org/10.3390/ijerph20032586
Asún, S., Chivite, M. T., & Romero, M. R. (2020). Perceptions of professional competences in physical education teacher education. Sustainability, 12(9), 3812. https://doi.org/10.3390/su12093812
Ávalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and teacher education, 27(1), 10–20. https://doi.org/10.1016/j.tate.2010.08.007
Barcelar, L. de S., & Martín, M. (2019). Formación inicial docente y competencias emocionales: análisis del contenido disciplinar en universidades brasileñas. Educação e pesquisa, 45. https://doi.org/10.1590/s1678-4634201945186508
Bernate, J., Fonseca, I., Guataquira, A., & Perilla, A. (2021). Competencias Digitales en estudiantes de Licenciatura en Educación Física. Retos, 41, 310–318. https://doi.org/10.47197/retos.v0i41.85852
Bertills, K., Granlund, M., & Augustine, L. (2019). Inclusive teaching skills and student engagement in physical education. Frontiers in education, 4. https://doi.org/10.3389/feduc.2019.00074
Braksiek, M. (2022). Pre-service physical education teachers’ attitude toward, and self-efficacy in, inclusive physical education: Measurement invariance and influence factors. Teaching and teacher education, 109. https://doi.org/10.1016/j.tate.2021.103547
Calderón, A., Scanlon, D., MacPhail, A., & Moody, B. (2021). An integrated blended learning approach for physical education teacher education programmes: teacher educators’ and pre-service teachers’ experiences. Physical education and sport pedagogy, 26(6), 562–577. https://doi.org/10.1080/17408989.2020.1823961
Campos, M. C., Ries, F., & Del Castillo, O. (2011). Análisis de las competencias adquiridas y utilizadas por los egresados maestros en Educación Física. Revista internacional de ciencias del deporte, 7(24), 216–229. https://doi.org/10.5232/ricyde2011.02405
Cañadas, L., Santos-Pastor, M. L., & Castejón, F. J. (2019). Physical Education Teachers’ Competencies and Assessment in Professional Practice. Apunts. Educación física y deportes, 139, 33-41. https://doi.org/10.5672/apunts.2014-0983.es.(2020/1).139.05
Cañadas, L., Santos-Pastor, M. L., & Castejón, F.J. (2018). Desarrollo de competencias docentes en la formación inicial del profesorado de educación física. Relación con los instrumentos de evaluación. Estudios pedagógicos, 44(2), 111-126. https://dx.doi.org/10.4067/S0718-07052018000200111
Casolo, F., Coco, D., Frattini, G., Vago, P., & Casolo, A. (2019). Effective teaching competences in Physical Education. Journal of physical education and sport, 19 (5). https://doi.org/10.7752/jpes.2019.s5265
Castillo-Retamal, F., de Carvalho, R., de Oliveira, A. A., Matias de Souza, V. de F., Barbosa Anversa, A. L., & Pereira da Silva Júnior, A. (2022). Evaluación en Educación Física escolar: discusiones a partir de la formación de profesores. Retos, 46, 179–189. https://doi.org/10.47197/retos.v46.93736
Castillo-Retamal, F., de Oliveira, A., de Carvalho, R., Castillo-Retamal, M., & Faúndez-Casanova, C.. (2019). Competency based physical education teacher training: the case of a chilean university. Journal of physical education, 30, e3003. https://doi.org/10.4025/jphyseduc.v30i1.3003
Cavalcanti, A., Barbosa, A., Carvalho, R., Freitas, F., Tsai, Y., Gašević, D., & Mello, R. (2021). Automatic feedback in online learning environments: A systematic literature review. Computers and education: artificial intelligence, 2(100027). https://doi.org/10.1016/j.caeai.2021.100027
Ceyhan, M. A. (2022). Examination of information and communication technologies competencies of teacher candidates studying at the faculty of Sport Sciences. Education quarterly reviews, 5(1). https://doi.org/10.31014/aior.1993.05.01.459
Condello, G., Mazzoli, E., Masci, I., De Fano, A., Ben-Soussan, T., Marchetti, R., & Pesce, C. (2021). Fostering holistic development with a designed multisport intervention in physical education: A class-randomized cross-over trial. International journal of environmental research and public health, 18(18), 9871. https://doi.org/10.3390/ijerph18189871
Curry, L., & Docherty, M. (2017). Implementing competency-based education. Collected essays on learning and teaching, 10, 61–74. https://doi.org/10.22329/celt.v10i0.4716
Deneen, C., Fulmer, G., Brown, G., Tan, K., Leong, W., & Tay, H. (2019). Value, practice and proficiency: Teachers’ complex relationship with assessment for learning. Teaching and teacher education, 80, 39–47. https://doi.org/10.1016/j.tate.2018.12.022
Dudley, D., & Baxter, D. (2009). Assessing levels of student understanding in pre-service teachers using a two-cycle SOLO model. Asia-Pacific journal of teacher education, 37(3), 283–293. https://doi.org/10.1080/13598660903052282
Dumitriu, C., Dumitriu, G., & Timofti, I. (2014). Teachers’ professional development and career advancement. Limitations of the current model of professional competences assessment. Procedia, social and behavioral sciences, 116, 864–868. https://doi.org/10.1016/j.sbspro.2014.01.311
Espinoza, O., González, L. E., Sandoval, L., McGinn, N., & Corradi, B. (2022). The challenges of the competencies model of teacher training: Examples from Chile. Journal of education and training, 9(2), 51. https://doi.org/10.5296/jet.v9i2.19551
Ewing, B. (2017). An exploration of assessment approaches in a vocational and education training courses in Australia. Empirical research in vocational education and training, 9(1). https://doi.org/10.1186/s40461-017-0058-z
Ferraz, R., Branquinho, L., Sortwell, A., Teixeira, J., Forte, P., & Marinho, D. (2023). Teaching models in physical education: current and future perspectives. Montenegrin journal of sports science and medicine, 19(1), 53–60. https://doi.org/10.26773/mjssm.230307
Fraile, A., Aparicio, J. L., Asún, S., & Romero, R. (2018). La evaluación formativa de las competencias genéricas en la formación del profesorado de educación física. Estudios pedagógicos, 44(2), 39-53. https://dx.doi.org/10.4067/S0718-07052018000200039
Fraile, J., Gil-Izquierdo, M., Zamorano-Sande, D., & Sánchez-Iglesias, I. (2020). Autorregulación del aprendizaje y procesos de evaluación formativa en los trabajos en grupo. Revista electrónica de investigación y evaluación educativa, 26(1). https://doi.org/10.7203/relieve.26.1.17402
Gallardo-Fuentes, F. J., López-Pastor, V., & Carter-Thuillier, B. (2020). Ventajas e inconvenientes de la evaluación formativa, y su influencia en la autopercepción de competencias en alumnado de formación inicial del profesorado en educación física. Retos, 38, 417–424. https://doi.org/10.47197/retos.v38i38.75540
Garraway, J. (2022). Designing complex, challenging and creative assessments for work preparedness: A review of competency-based assessment. Journal of vocational, adult and continuing education and training, 5(1), 116-135. https://journals.co.za/doi/full/10.10520/ejc-jovacet_v5_n1_a8
González-Campos, J., Aspeé-Chacón, J., Herrera-Núñez, Y., & Araya, F. (2022). Teacher training: The link between academic performance and success in professional practice. Praxis & saber, 13(35), e14096. https://doi.org/10.19053/22160159.v13.n35.2022.14096
González-Pérez, L., & Ramírez-Montoya, M. S. (2022). Components of education 4.0 in 21st century skills frameworks: Systematic review. Sustainability, 14(3), 1493. https://doi.org/10.3390/su14031493
González-Rivas, R. A., Zueck Enríquez, M. de C., Baena-Extremera, A., Soto Valenzuela, M. C., & Gastélum-Cuadras, G. (2021). Programa de formación pedagógica para docentes universitarios. Revista Publicando, 8(29), 21–34. https://doi.org/10.51528/rp.vol8.id2186
Hamodi, C., Moreno, J. A., & Martín, R. (2018). Medios de evaluación y desarrollo de competencias en educación superior en estudiantes de educación física. Estudios pedagógicos, 44(2), 241-257. https://dx.doi.org/10.4067/S0718-07052018000200241
Hassan, A., & Abdelfatah, W. (2023). Technological competencies in the education of undergraduate students in sports education. Journal of human sport and exercise, 18(3), 640–656. https://doi.org/10.14198/jhse.2023.183.11
Huong, D., & Linh, N. (2021). A competence model to assess and develop designing competence assessment tool. International journal of learning teaching and educational research, 20(2), 81–103. https://doi.org/10.26803/ijlter.20.2.5
Jansone, R., Fernāte, A., & Immere, I. (2015). Learning outcomes approach implementation: future physical education teachers’ didactic competence assessment. Society. Integration. Education. Proceedings of the international scientific conference, 3, 424-433. https://doi.org/10.17770/sie2014vol3.698
Khruzd-Matushchyk, A. (2017). Professional preparation and training of teachers - selected issues. Osvitolohiya, 6, 149–155. https://doi.org/10.28925/2226-3012.2017.6.149155
Kim, C.M., Kim, M. J., Youn, H. S., & Jung, J. H. (2023). Exploring skills in observing teaching competency through video evaluation of class demonstrations by pre-service physical education teachers. Sustainability, 15(3), 2183. https://doi.org/10.3390/su15032183
Kim, C.M., & Kwak, E.C. (2022). An exploration of a reflective evaluation tool for the teaching competency of pre-service physical education teachers in Korea. Sustainability, 14(13), 8195. https://doi.org/10.3390/su14138195
Kong, Y. (2021). The role of experiential learning on students’ motivation and classroom engagement. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.771272
Laclote-Gutierrez, G., Azócar-Gallardo, J., Lara-Subiabre, B., Pereira-Berríos, M., Ávila-Saldaña, C., & Vera-Assaoka, T. (2024). Percepciones de los estudiantes de educación física sobre el aprendizaje basado en problemas (ABP). Retos, 56, 759–769. https://doi.org/10.47197/retos.v56.102877
Latorre, M. J., & Blanco, F. J. (2011). El prácticum como espacio de aprendizaje profesional para docentes en formación. Revista de docencia universitaria, 9(2), 35. https://doi.org/10.4995/redu.2011.6157
Leles, A., Zaina, L., & Cardoso, J. R. (2024). Challenge-based learning for competency development in engineering education, a Prisma-based systematic literature review. IEEE Transactions on education, (99), 1–12. https://doi.org/10.1109/te.2024.3417908
Li, Z., Wang, L., & Liu, Z. (2021). Training of undergraduate physical education professionals in colleges and universities based on competency model. 2nd Asia-Pacific conference on image processing, electronics and computers, 38, 13–17. https://doi.org/10.1145/3452446.3452450
Liu, J., & Keating, X. D. (2021). Development of the pre-service physical education teachers’ teacher identity scale. European physical education review, 28(1), 186–204. https://doi.org/10.1177/1356336x211028832
Lluch, L., & Cano, E. (2022). Diseño y validación de un instrumento para la evaluación competencial en el marco del desarrollo profesional docente. Revista electrónica interuniversitaria de formación del profesorado, 25(2), 79–91. https://doi.org/10.6018/reifop.514961
Lopes de Oliveira, F., Lima, L., Ferreira, D., & Cosme, A. (2020). A formação de professores e o seu impacto para uma transformação da escola. Revista Polyphonía, 31(1), 225–244. https://doi.org/10.5216/rp.v31i1.66940
Luna, E., & Reyes, E. (2015). Validación de constructo de un cuestionario de evaluación de la competencia docente. Revista electrónica de investigación educativa, 17(3), 13-27. http://redie.uabc.mx/vol17no3/contenido-luna-pinuelas.html
Medina-Díaz, M. del R., & Verdejo-Carrión, A. L. (2020). Validez y confiabilidad en la evaluación del aprendizaje mediante las metodologías activas. Alteridad, 15(2), 270–284. https://doi.org/10.17163/alt.v15n2.2020.10
Menéndez-Varela, J. L., & Gregori-Giralt, E. (2016). The contribution of rubrics to the validity of performance assessment: a study of the conservation–restoration and design undergraduate degrees. Assessment and evaluation in higher education, 41(2), 228–244. https://doi.org/10.1080/02602938.2014.998169
Mombek, A., Kulmanova, S., Kolesnikova, G., Demeuova, L., & Ibragimova, N. (2018). Management of the communicative competence development in future physical education teacher. Astra salvensis, 6(12), 211–219. https://elibrary.ru/item.asp?id=38891171
Montoya-Grisales, N., Almonacid-Fierro, A., Arroyave, D., & Valdebenito, K. (2022). Design and validation of a questionnaire to assess the pedagogical content knowledge of colombian physical education students in the practicum. Pedagogy of physical culture and sports, 26(5), 300–310. https://doi.org/10.15561/26649837.2022.0504
Moreno-Murcia, J. A., Silveira Torregrosa, Y., & Belando Pedreño, N. (2015). Questionnaire evaluating teaching competencies in the university environment. Evaluation of teaching competencies in the university. Journal of new approaches in educational research, 4(1), 54–61. https://doi.org/10.7821/naer.2015.1.106
Moskalewicz, A., & Oremus, M. (2020). No clear choice between Newcastle–Ottawa scale and appraisal tool for cross-sectional studies to assess methodological quality in cross-sectional studies of health-related quality of life and breast cancer. Journal of clinical epidemiology, 120, 94–103. https://doi.org/10.1016/j.jclinepi.2019.12.013
Mouratidou, K., Chatzopoulos, D., & Karamavrou, S. (2008). Validity study of the moral judgment test in physical education: development and preliminary validation. Perceptual and motor skills, 106(1), 51-62. https://doi.org/10.2466/pms.106.1.51-62
Ngeno, B. (2023). The relationship between teacher training and implementation of a competency-Based curriculum in public primary schools. East African journal of education studies, 6(1), 280–290. https://doi.org/10.37284/eajes.6.1.1138
Ojeda, R., Carter-Thuillier, B., Cresp, M., Sanhueza, S., & Machuca, C. (2019). Evaluación de competencias genéricas en estudiantes de Educación Física: una experiencia en contextos no formales. Retos, 36, 220–227. https://doi.org/10.47197/retos.v36i36.67358
Olson, J. M. & Krysiak, R. (2021). Rubrics as Tools for Effective Assessment of Student Learning and Program Quality. In Fudge, T., & Ferebee, S. (Eds.). Curriculum development and online instruction for the 21st century (pp. 173-200). IGI global. https://doi.org/10.4018/978-1-7998-7653-3.ch010
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO). (2006). Declaración universal sobre bioética y derechos humanos. https://unesdoc.unesco.org/ark:/48223/pf0000146180_spa
Orlov, A., Pazukhina, S., & Turevskiy, I. (2014). Assessing professional competences of future physical education teachers as means of value attitude development to schoolchildren's health saving. Teoriya i praktika fizicheskoy kultury, (11), 98–101.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., & others. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372. https://doi.org/10.1136/bmj.n71
Pavlova, I., Petrytsa, P., Andres, A., Khurtenko, O., Osip, N., Yednak, V., Naumchuk, V., & Mashtaler, I. (2020). Assessment of student’s competence in physical education: approaches and methodology. Revista romaneasca pentru educatie multidimensionala, 12(4), 338-356. https://doi.org/10.18662/rrem/12.4/349
Putnam, T., Newton, M., Brusseau, T., Burns, R., Ziegenfuss, D., & Franklin, J. (2021). The preservice teacher competency performance scale: a standards-based assessment scale to track teacher competency during a PETE preparation program. Journal of physical education, recreation & dance, 92(6), 28–33. https://doi.org/10.1080/07303084.2021.1936306
Rahman, M. S., Tambi, F., & Anny, N. Z. (2020). The importance of enhancing pedagogical skills through continuing professional development. International journal of research in business and social science, 9(4), 121–129. https://doi.org/10.20525/ijrbs.v9i4.757
Ramírez-Díaz, J. L. (2020). El enfoque por competencias y su relevancia en la actualidad: Consideraciones desde la orientación ocupacional en contextos educativos. Revista electrónica Educare, 24(2), 1–15. https://doi.org/10.15359/ree.24-2.23
Salcines, I., González-Fernández, N., Manrique-Arribas, J. C., & Palacios, A. (2024). Evaluación de competencias en los trabajos fin de grado o trabajo fin de máster en la formación inicial del profesorado de educación física. Diseño y validación de un cuestionario. Retos, 55, 353–362. https://doi.org/10.47197/retos.v55.103996
Samsutina, N. (2010). The formation of communicative competence as a condition for the professional development of future physical education teachers. Problems of Physical Education and sports, (2), 137-139. https://www.sportpedagogy.org.ua/html/journal/2010-02/10snmtpc.pdf
Sánchez-Tarazaga, L., & Ferrández-Berrueco, R. (2022). Validación de un cuestionario de competencias docentes para el profesorado de Educación Secundaria. Tendencias Pedagógicas, 39, 95–105. https://doi.org/10.15366/tp2022.39.008
Santos Guerra, M.Á. (2010). La formación del profesorado en las instituciones que aprenden. Revista interuniversitaria de formación del profesorado, 24(2),175-200. https://www.redalyc.org/articulo.oa?id=27419198009
Shahril, M., Salimin, N., & Elumalai, G. (2015). The validity and reliability of ISO test towards the performance assessment of future physical education teachers in teaching and learning process. Procedia, social and behavioral sciences, 195, 814–820. https://doi.org/10.1016/j.sbspro.2015.06.184
Siljamäki, M. E., & Anttila, E. H. (2021). Developing future physical education teachers’ intercultural competence: The potential of intertwinement of transformative, embodied, and critical approaches. Frontiers in sports and active living, 3. https://doi.org/10.3389/fspor.2021.765513
Sims, S., Fletcher-Wood, H., O’Mara-Eves, A., Cottingham, S., Stansfield, C., Van Herwegen, J., & Anders, J. (2021). What are the Characteristics of Teacher Professional Development that Increase Pupil Achievement? A systematic review and meta-analysis. Education endowment foundation. https://files.eric.ed.gov/fulltext/ED615914.pdf
Simon, E. (2016). Training new teachers in a changing world. 1st edition. European Proceedings of social & behavioural sciences, Vol. 15, 883–890. http://dx.doi.org/10.15405/epsbs.2016.09.110
Sirriyeh, R., Lawton, R., Gardner, P., & Armitage, G. (2012). Reviewing studies with divers designs: the development and evaluation of a new tool. Journal of evaluation in clinical practice, 18(4), 746–752. https://doi.org/10.1111/j.1365-2753.2011.01662.x
Sologuren, E., Echard, B., Luna, D., Grez, F., Beltrán, M., & Valenzuela, M. (2022). Competencias socioemocionales en la identidad profesional de los profesores en formación. Cuaderno de pedagogía universitaria, 19(37), 115-132. https://dialnet.unirioja.es/servlet/articulo?codigo=8255821
Stafeeva, A., Ivanova, S., Burkhanova, I., Mokhova, M., & Krasnova, M. (2023). Technology for assessing the educational results of future teachers in physical culture based on a case-task. Teoriya i praktika fizicheskoy kultury, (9), 29–31. http://www.teoriya.ru/ru/node/17647
Stanescu, M., & Stoicescu, M. (2013). Study about the efficiency of Web-based tools used for physical education teachers’ training. eLearning and software for education, 3, 26–32. http://dx.doi.org/10.12753/2066-026X-13-218
Stieg, R., & dos Santos, W. (2021). Concepciones de evaluación y Educación Física en la formación del profesorado en Argentina, Chile, México y Uruguay. Calidad en la educación, 55. https://doi.org/10.31619/caledu.n55.1052
Tkachov, S., Liannoi, M., & Shapovalova, O. (2021). Pedagogical aspects of the formation of professional competence among students of physical culture and sports. Revista tempos e espaços em educação, 14(33). https://doi.org/10.20952/revtee.v14i33.16602
Tourón, J., Martín, D., Navarro, E., Pradas, S., & Íñigo, V. (2018). Validación de constructo de un instrumento para medir la competencia digital docente de los profesores (CDD). Revista española de pedagogía, 76 (269), 25 54. https://doi.org/10.22550/REP76-1-2018-02
Urhahne, D., & Wijnia, L. (2023). Theories of motivation in education: An integrative framework. Educational Psychology review, 35(2). https://doi.org/10.1007/s10648-023-09767-9
Vogt, F., & Rogalla, M. (2009). Developing Adaptive Teaching Competency through coaching. Teaching and teacher education, 25(8), 1051–1060. https://doi.org/10.1016/j.tate.2009.04.002
Wafubwa, R. (2021). Challenges of Teaching and Assessing the 21st-Century Competencies in Africa: A focus on the Kenyan New Curriculum of Basic Education. East African journal of education studies, 3(1), 96-105. https://doi.org/10.37284/eajes.3.1.332
Wagiran, W., Pardjono, P., Suyanto, W., Sofyan, H., Soenarto, S., & Yudantoko, A. (2019). Competencies of future vocational teachers: Perspective of in-service teachers and educational experts. Jurnal cakrawala pendidikan, 38(2), 387–397. https://doi.org/10.21831/cp.v38i2.25393
Xiao, Y., & Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment supports students’ self-regulation in English language learning. System, 81, 39–49. https://doi.org/10.1016/j.system.2019.01.004
Yankovych, O., Kuzma, I., Prymakova, V., Onyshkiv, Z., & Chaikovska, H. (2021). Training future primary school teachers for the formation of students’ skills to cooperate in a team. SHS web of conferences, 104. https://doi.org/10.1051/shsconf/202110403004
Yen, P.H., Thao, L. T. (2024). Exploring the implementation and perception of competency-based assessment practices among Vietnamese EFL instructors. Language testing in Asia 14, (1). https://doi.org/10.1186/s40468-024-00300-5
Zapatero, J., González, M. D., & Campos, A. (2012). La formación de los docentes de Educación Física en torno a la enseñanza por competencias a través de un grupo de discusión. EmásF: Revista digital de educación física, (17), 6-20. https://dialnet.unirioja.es/servlet/articulo?codigo=3991949
Zhienbayeva, S., Kalysh, A., Zhubandykova, A., Nabuova, R., Issayeva, A., Abilmazhinova, O., & Ahmuldinova, A. (2019). The model of professional competence development in future physical education teachers at an entrepreneurial university. Espacios, 40(31). https://www.revistaespacios.com/a19v40n31/19403107.html