Development of ethical competences in teachers the strengthening of value-based education with a latin american ethical perspective

Abstract

The aim of this research is to evaluate and detect needs, referred to ethical competencies and competencies in the area of values education, in Chilean teachers. The fundamental theoretical framework of this study is the values education model of the GREM (Moral Education Research Group) of the University of Barcelona, and the Latin American ethical framework of Enrique Dussel. The methodology used is a three-phase needs detection analysis: recognition, diagnosis and decision making. This study is based on the fact that, at present, Chilean education has aims directed towards economic productivity and an integral, value and ethical sense does not go beyond the discourses declared in the educational laws. The results show that 80% of teachers did not receive training in ethics or values education, and have a lack of knowledge of more than 50% in most of the values education methodologies consulted. Based on this, a concrete proposal for intervention in four ethical competencies is proposed. This intervention proposal has a Latin American ethical perspective, based on the recognition of otherness, and elaborated on the basis of the GREM model of moral personality development and the environment. The conclusions highlight the importance of developing the proposal offered by this study, both for teachers, management teams and education professionals in general.