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Purpose: This study aims to analyse the self-perception of future secondary school teachers (FTs) of biology about their education for sustainable development (ESD) competencies and evaluate the competence profile they develop in their educational proposals. Design/methodology/approach: A mixed methodological approach was used to analyse 162 FTs' ESD action competencies as proposed by UNECE. Firstly, a six-point Likert-type scale questionnaire is used to explore their self-perception of the level of acquisition of these competencies. Then, a rubric is applied to analyse the competence profile when designing educational proposals to address socio-environmental issues related to consumption and waste generation. Besides descriptive analysis, inferential statistics were used to assess the significance of the differences detected between the competencies. Findings: FTs self-perceive a partial acquisition of ESD action competencies, in line with their competence profile. Where they recognise and show significant difficulties is in assessing learning outcomes in terms of changes and achievements. Similarly, their best perception and competence profile is achieved in the approach to contextualised situations in the students' lives. There are also some discrepancies between their perception and their profile. In particular, FTs regard themselves as very competent in considering different dimensions and perspectives of the issues, but this is precisely where they reveal a lower competence profile. Originality/value: This study applies a fully replicable rubric for the assessment of teachers' ESD competencies when designing proposals to address socio-environmental issues. This assessment allows one to approach the sustainability competencies that they will promote in their classrooms. [ABSTRACT FROM AUTHOR]

The intercultural dimension of the human of the third millennium is determined by multiculturalism and has become a necessity in terms of a new attitude towards the others belonging to the worldwide and coming closer and closer to each individual. This dimension is most necessary in the case of teachers of nowadays who have the responsible mission to form personalities for the future. This paper work presents a synthesis of the theoretical fundaments of a complex research centered on intercultural education (IE) on academic level, followed by a brief presentation of an ameliorative research as one of the sequences of the investigative approach. Based on a previously ascertaining research done, this sequence involved the design and the implementation of a curriculum explicitly aiming to develop the components of the intercultural competence (IC). It represents the independent variable that is assumed as being a possible responsible of an obvious development of the intercultural competence for the selected experimental group, compared to a control group. The research design follows the necessary steps and the results are processed statistically and interpreted in the light of the fundamental theory and of a direct observation in the educational field. [ABSTRACT FROM AUTHOR]

Las universidades están viviendo una de las mayores transformaciones de su historia, provocada especialmente por la implementación del Espacio Europeo de Educación Superior. Las modificaciones del contexto donde el profesor universitario desarrolla su trabajo, provocan alteraciones en las funciones, roles y tareas que éste tiene asignadas, conllevando ello la necesidad de adquirir y/o desarrollar nuevas competencias para atender correctamente las nuevas funciones profesionales demandadas. Para abordar satisfactoriamente estas nuevas necesidades formativas, para establecer referentes adecuados en los protocolos de acreditación, selección, promoción y formación del profesorado universitario, debe delimitarse el nuevo perfil competencial que debe atesorar el mencionado profesional para desarrollar convenientemente sus funciones docente, investigadora y gestora, considerando sus diferentes escenarios de actuación profesional. Para delimitar este perfil competencial del profesor universitario se ha realizado una investigación fundamentalmente descriptiva que combina metodologías cuantitativas y cualitativas, triangulándose diferentes técnicas (cuestionarios, entrevistas y grupos de discusión) y fuentes de información (profesorado, expertos y alumnos). Por las lógicas limitaciones de espacio en este artículo únicamente abordamos los datos obtenidos, desde los diferentes informantes (alumnos, profesores y expertos), de las 6 competencias docentes delimitadas (diseño, desarrollo, tutorización, evaluación, mejora y participación), pero no of receremos los datos obtenidos de las 34 unidades competenciales en que se desglosan, ni de las competencias y unidades competenciales referentes a la función investigadora. Los resultados obtenidos deben ayudar a establecer áreas prioritarias de formación para el profesorado y el nivel de desarrollo de cada unidad competencial considerando las etapas de desarrollo profesional. [ABSTRACT FROM AUTHOR]

The purpose of presented research was to develop feasible model for leadership competence management in metallurgical companies. Results of the research are presented in the form of a structured procedure for leadership competence development and performance review. Analysis of entry requirements for employment in metallurgical companies synthesized presented set of leadership competences and matrix for calculation of leadership success was developed. With usage of these two tools it is possible to quantify the leadership performance which represents great advantage in leadership benchmarking process. During the research additional set of problems was defined. These problems were addressed heuristically in the framework of this research. [ABSTRACT FROM AUTHOR]

Venezuelan tourism is a developing activity Táchira is one of the states with a natural capability to develop this activity, however natural scenery are not just it, It also requires people who takes advantage of it an exploit this potential implying that human resources are vital for the success of this activity. In Táchira there is not an adequate training an formation for the guesthouse personal not to mention that it does not exist a register or a tool capable of measuring the performance of the employ or even valuing the service. For this reason it's proportionated a tool based in competences to be used by personal in this establishments capable of improve management. we have identified the determines of quality services based in a questionary obtain throughout serviqual variables and it was applied to 400 users; results indicate as key positions: a chambermaid and a receptionist, then it was identified the competence profiles, the generic and specific competences to finally acquire the tool "competence profile with a superior scale of performance" [ABSTRACT FROM AUTHOR]

The increasing importance of constructivism in higher education has brought about a shift in pedagogy from a focus on the teacher to a focus on the student. This has important implications for teaching and assessment. A student-centred pedagogy implies a different role for the teacher. What exactly does student-centred teaching require from teachers’ actual teaching practice? What is expected from them in order to teach in a student-centred way? It is in order to respond to these questions that this research project has been carried out establishing a core competence profile of student-centred teachers in higher education. Qualitative data were collected by means of semi-structured in-depth interviews with teachers from different institutions for higher education in Belgium, known for their student-centred way of teaching. This research method is innovative compared to the methods used for existing competence lists in the literature, which were usually developed on the basis of conversations with pedagogical experts. By exploring practice and having teachers participate in the development of a competence list, the acceptance of a competence profile is much higher. The result of the project is a validated competence profile which takes into account the critiques on existing competence lists. The competence profile provides a further insight in the functioning of teachers within a student-centred pedagogy and can be used as a starting point for the educational development of teachers within this pedagogy. [ABSTRACT FROM AUTHOR]