Abstract

With the purpose of unveiling competency-based education from the perspective of the university educator, this paper presents the results of a qualitative study carried out with twelve (12) teachers from universities in the South-Central area of Chile. From their reports obtained through semi-structured interviews and analyzed with Grounded Theory, four categories emerged, as follows: teaching knowledge about education by competencies, teaching from education by competencies, teacher-student development, and social context, with its subsequent selective coding. It is evident the conceptual complexity of the competences, which highlights the development of greater knowledge both in pedagogical practice and in teacher and student development. It was possible to establish a positive assessment towards competency-based education, although traditional logics still persist.