The professional pedagogical competence of accounting teachers: perceptions of their training

La competencia profesional pedagógica del docente de Contabilidad: percepciones sobre su formación

Abstract

The professional pedagogical competence of the accounting teacher provides conceptual and methodological tools necessary for the management of dynamic and participatory learning environments, ensuring the achievement of adequate levels of training, using interactive methods and technological resources. A research process was developed based on the methodological requirements of the mixed approach of descriptive level, with the objective of describing the perceptions of the teachers of the accounting specialty of the Polytechnic Institute of Economics “José Martí” about the development of their pedagogical professional competence. Through the study, teachers rated positively their ability to communicate effectively with colleagues, students, families and communities and demonstrated consistent and favorable perceptions of this indicator. Likewise, motivation for pedagogical activities was considered sufficient, reflecting a significant commitment to pedagogical work. The results also show areas for improvement in knowledge and skills related to guided learning processes and group work. A significant number of teachers expressed critical opinions, emphasizing deficiencies in these specific competencies. This indicates the need to increase professional training and focus on strategies to improve collaborative practices and effective management of educational processes.