Analysing and assessing the integration process of the Basic Competences in Primary Education

Abstract

The goal of this research study is to assess the integration process of the Basic Competences (CCBB) in the daily work of Primary Education teachers of a Spanish autonomous community. 412 teachers (296 women and 116 men; Mean age = 43.9 years) answered a specially designed questionnaire of 12 items in a 6-point Likert scale. Results show that the majority of the teachers had incorporated the CCBB in their class programs. However, they declared that the real degree of development of the CCBB was very low. Gender, age, initial teacher training, level of specific instruction on CCBB, and age group instructed were distinctive variables on teachers’ perceptions of CCBB integration. Teachers with a specialist profile declared that they have integrated more the CCBB that teachers with a general profile. Regarding the relevance that they give to each competence, those competences closely related to instrumental areas are considered more important than the transversal ones. However, teachers with a specialist profile considered the transversal competences more valuable, while teachers with a general profile considered the instrumental ones more important.