Competencias en programación: la visión de docentes de cursos introductorios

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Abstract

Through a study carried out on the didactic conceptions of teachers of introductory programming courses, results have been obtained regarding the competencies that these teachers consider necessary to achieve in their courses. These conceptions were categorized into competencies and subsequently analyzed with respect to the generic and specific competencies included in the CONFEDI proposal and the basic curricular contents established by CONEAU. This analysis has allowed us to observe that teachers would not uniformly judge the competencies that they intend to develop in their courses and that this would be related to their own approach to teaching. The theory postulates that the relationship between teachers' didactic conceptions and their teaching approach would correspond in a bi-univocal way, and there are experimental studies that verify this relationship. That is why those competencies conceived as fundamental by the teachers of the introductory courses were classified according to their teaching approaches. The results obtained would allow outlining guidelines for the management of competencies according to their impact on the curriculum, as well as teacher training plans.