Author Information
Zita Neri López-Bedolla, University of Monterrey, MexicoTeresa de Jesús Benavides-Caballero, University of Monterrey, Mexico
Luis Manuel Ocegueda-Pacheco, University of Monterrey, Mexico
Ma. Eugenia Solís-Saldívar, University of Monterrey, Mexico
Carolina Saenz-Ibarra, University of Monterrey, Mexico
Abstract
The study adopts a quantitative and descriptive methodology, aims to evaluate the adoption of the Plan de Seguimiento y Acompañamiento en Competencias (SAC Plan) which was structured in five connected phases to support the faculty during their implementation process migrating to a competency-based model. In Phase 1. Teacher Preparation: 770 teachers completed the self-diagnosis instrument that measured their level of understanding of the competency-based approach, identifying key areas for improvement. Phase 2. Ongoing Support: 3,168 courses on competencies were accredited and 116 personalized advising sessions were provided throughout the three periods, which increased teachers' confidence in the application of the new approach. During Phase 3. FOCUS: Peer-to-Peer Strengthening: 1,668 teachers made peer to peer visits and participated in their respective feedback session. At the same time, 360 teachers carried out a self-evaluation of their class through a recording and under the same criteria as the peer visit. These activities promoted collaborative learning and the strengthening of good practices. In Phase 4. Sharing in Academia: during the end-of-term sessions by academies, 70 records of agreements on good practices and agreements for improvement for the following academic period were made, belonging to 26 departments. Finally, in Phase 5. Results Report: the results obtained from each phase were integrated into a report for each academic period, detailed by department. The above allowed making decisions on teacher training, at the same time it was an input to make improvement adjustments to the SAC Plan, consolidating a culture of permanent improvement.
Paper Information
Conference: BCE2025Stream: Teaching Experiences
This paper is part of the BCE2025 Conference Proceedings (View)
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To cite this article:
López-Bedolla Z., Benavides-Caballero T., Ocegueda-Pacheco L., Solís-Saldívar M., & Saenz-Ibarra C. (2025) Teacher Support Plan: Facilitating the Transition to Competency-Based Education ISSN: 2435-9467 – The Barcelona Conference on Education 2025: Official Conference Proceedings (pp. 27-43) https://doi.org/10.22492/issn.2435-9467.2025.3
To link to this article: https://doi.org/10.22492/issn.2435-9467.2025.3
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