Author Information
Giovanna Gabriela da_Rosa_Suárez, Universidad Tecnológica (UTEC), UruguayPatricia Alejandra Behar, Universidade Federal do Rio Grande do Sul (UFRGS), Brazil
Ketia Kellen Araújo da Silva, Escola Naval (EGN/RJ), Brazil
Abstract
This article introduces and analyzes the MP_CompDocHibrid pedagogical model, created to develop teaching competencies for hybrid education scenarios. Through a constructivist and competency-based education approach, the model integrates a pedagogical architecture with pedagogical strategies to prepare future educators in Uruguay. Conducted from 2022 to 2024, this qualitative multiple case study involved 20 teaching trainees responsible for 543 secondary school students. The study utilized semi-structured interviews, surveys, and participant observation. The pedagogical model is presented with its key elements and contributions. It encompasses the epistemological foundations, the specific characteristics of the participants, a pedagogical architecture, a competency chart used as a framework, a repertoire of pedagogical strategies, and an analysis of the model’s impact on the development of those teaching competencies.
Paper Information
Conference: PCE2025Stream: Professional Training
This paper is part of the PCE2025 Conference Proceedings (View)
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To cite this article:
da_Rosa_Suárez G., Behar P., & Silva K. (2025) Pedagogical Model MP_CompDocHibrid: A Focus on Building Teaching Competencies for Hybrid Instruction in Initial Teacher Training ISSN: 2758-0962 The Paris Conference on Education 2025: Official Conference Proceedings (pp. 385-392) https://doi.org/10.22492/issn.2758-0962.2025.29
To link to this article: https://doi.org/10.22492/issn.2758-0962.2025.29
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