Teaching skills: a challengue for languague teaching today

Abstract

Current education requires reflective, dynamic and competent professionals in their pedagogical practice. Therefore, the epistemology on teaching competencies indicates that, depending on their recurrence, so will be the result in students’ learning. For these reasons, the purpose of this paper is to explain the incidence of teaching competencies in language and literature professionals for the functional teaching of language skills. The relationship between epistemology and education and the theory of teaching competencies is discussed, and the conceptual elements of the competency-based model are specified based on the contributions of various authors and the observation of a pedagogical performance at UNANManagua. It also offers a historical description of the conception of language and the interrelation between teaching paradigms and ICT and, finally, it explains the results of an educational diagnosis made to seven teachers in the area of language and literature. It is concluded that the development of literary and linguistic competencies in students will depend to a great extent on the teacher’s abilities as a result of self-questioning about his or her pedagogical work (competencies).