Ethical competition in the training of teachers at the university

Abstract

Introduction. A study on the ethical competence of teachers is presented and developed based on the results of a survey on the ethics of teaching and teaching applied to a sample of students of the Degree in Pedagogy of the Complutense University of Madrid. Course objective: to account for the components of ethical competence and the role it plays in mediating the learning that the teacher is responsible for in the educational paradigm for professional competencies. Methodology: survey applied to students who were being trained in the Degree in Pedagogy, the instrument of which was a questionnaire with open questions from which the responses obtained from the question regarding the values ​​proposed by the surveyed students for the future are presented and exposed. teacher training. Results: The ethical competence is structured with two types of components: a) ethical components which are; teacher values ​​(33%), ethical attitudes to support learning (32%), teacher virtues (5%), and b) pedagogical components that include; innovative pedagogical skills (24%), traditional pedagogical skills (4%), teacher training and updating (3%). Conclusion: the present study of ethical competence articulates this competence with the role of mediator of teacher learning, realizing that this competence plays a key pedagogical and educational role in this mediation practice carried out by the teacher.