Mobilizing transversal competencies: Insights from initial teacher training

Carmen Gloria Covarrubias Apablaza; Michelle Mendoza Lira; Yorka Rodríguez Ahumada; Emilia Reyes Pinto

doi:10.60923/issn.1970-2221/23341

Authors

Carmen Gloria Covarrubias Apablaza Central University of Chile https://orcid.org/0000-0002-5982-849X

PhD in School Psychology and Development from the Complutense University of Madrid, Bachelor's degree in Education and Teacher of History and Geography from the University of Playa Ancha, Chile. Academic and researcher at the Research Center for Quality Education for Equity, part of the Office of the Vice President for Research, Innovation, and Graduate Studies at the Central University of Chile.
Michelle Mendoza Lira Andrés Bello University https://orcid.org/0000-0003-4275-1841

PhD in Education from the Complutense University of Madrid, Bachelor's degree in Education and Teacher of Spanish Language and Communication from the Pontifical Catholic University of Valparaíso. Academic and researcher at the Faculty of Education and Social Sciences at Andrés Bello University, Chile.
Yorka Rodríguez Ahumada Elige Educar - Chile https://orcid.org/0009-0008-1507-6573

Bachelor’s degree in Anthropology and is an Anthropologist from the Pontifical Catholic University of Chile. She is currently working as Coordinator of Teacher Wellbeing in Initial Teacher Education at Elige Educar and also works as an independent researcher.
Emilia Reyes Pinto Central University of Chile https://orcid.org/0009-0005-8787-9496

PhD in Education from the Universidad Academia de Humanismo Cristiano. Bachelor's degree in Education and Specialist Teacher in Special Needs Education from the Metropolitan University of Educational Sciences, Chile. Academic at the Faculty of Education at the Central University of Chile.

DOI:

https://doi.org/10.60923/issn.1970-2221/23341

Keywords:

higher education, pedagogy students, leadership, conflict resolution, teamwork

Abstract

The aim of this study was to understand how department heads, teacher trainers, pedagogy students, school principals, and teachers promote the development of transversal competencies such as leadership, teamwork, and conflict resolution in initial teacher training. From a qualitative perspective with phenomenological design and cross-sectional data collection, twenty-five semi-structured interviews and one focus group were conducted. Based on inductive categories, a qualitative content analysis was carried out. The findings reveal that the mobilization of these competencies depends both on the training pathways promoted in initial teacher training programs and on the perspectives, roles, and discourses that the various stakeholders involved have of them. It is concluded that transversal competencies are relevant not only in teacher training but also in shaping future professional performance in educational contexts.

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Mobilizing transversal competencies: Insights from initial teacher training

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