Abstract

In order to reveal the pedagogical practice as a promoter of the construction of competences and contribute to the understanding of this educational approach through a qualitative-phenomenological methodology, through semi-structured interviews carried out with teachers from three universities in the central-southern area of Chile. It seeks to know the perceptions of the science teacher trainer on competency-based education. These were reviewed through a content analysis, giving rise to four categories: Knowledge about education by competences, pedagogical practice in education by competences, students in an educational context by competences, and the social context of education by competencies. The first contemplates contents, concepts and definitions about this educational approach. The second, the activities that he carries out in his pedagogical practice. The third, how this knowledge contributes to the development of the student and the fourth, how the application of a competency education contributes to changes at the social level.