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espanolEl presente trabajo determina las percepciones docentes que caracterizan a los profesores de tres Universidades chilenas frente a la implementacion de la educacion con enfoque en competencias. Se analizaron los relatos libres y espontaneos de inteligibilidad de la practica docente de una muestra de 97 academicos de planta de dichas universidades. El analisis se realizo mediante metodos cualitativos de recogida de datos y la tecnica de analisis de contenido para identificar categorias de palabras, principios orientadores y criterios para caracterizar las percepciones de los profesores. Aunque se observan coincidencias de percepciones en las categorias guiar y aportar, se presentan diferencias en como los profesores se relacionan con los principios orientadores. Este ultimo factor depende de la profundidad y tiempo que las respectivas Universidades llevan implementando la ensenanza con enfoque en competencias. Los profesores se enfocan en la participacion y personalizacion de la ensenanza, la motivacion, desarrollo de la autoestima e interaccion. Ademas, aunque internalizan el contexto, en una de las universidades no se vincula la globalizacion a sus actividades, centrandose en los lineamientos institucionales y en los de la ensenanza tradicional por objetivos. EnglishThis study shows the teaching perceptions that characterize professors of three Chilean universities that faced the implementation of a competency-based teaching approach. Free and spontaneous accounts on the teaching practice intelligibility were analyzed in a sample of 97 tenured professors from these universities. The analysis was carried out using qualitative methods of data collection and the content analysis technique to identify categories of words, guiding principles and criteria for identifying the perceptions of the professors. Although there are coincidences of perceptions in the guide and contribute categories, there are differences on how professors relate to the guiding principles. The latter concept depends on the depth and time that the each university has been implementing the competency-based approach. Professors focus on the participation and personalization of teaching, the motivation, the development of self-esteem and interaction. Also, although they internalize the context, in one of the universities globalization is not linked to its activities, focusing on the institutional guidelines and on those of the traditional teaching by objectives.

Análisis de la Percepción del Docente en Tres Universidades Chilenas tras la Implementación del Currículum Basado en Competencias