Competencias profesionales en la Educación Inicial y su vínculo con la vocación y la formación ética

Abstract

Abstract: This study analyzed the relationship between professional competencies, teaching vocation, and ethical training among early childhood educators within the framework of Ecuador's Prioritized Curriculum, to support an innovative pedagogical proposal. Using a quantitative, descriptive-correlational, and non-experimental cross-sectional design, 11 teachers participated, completing the "Teacher 360" questionnaire, which assesses seven dimensions. The results showed high levels in communication skills (89.3%), socio-emotional skills (88.9%), vocation (88.6%), and ethical training (88.6%); the lowest scores were in pedagogical innovation (83.0%) and logical-mathematical skills (83.4%). A considerable positive correlation (rho=0.723) was found between vocation/personal development and ethical training, confirming that teachers with a stronger sense of vocation exhibit more robust ethical behavior. Based on these findings, the "Educator's Apron: Competencies, Vocation, and Ethics" proposal was designeda physical-digital resource to strengthen reflective practice, collaborative work, and professional ethics. It concludes that vocation and ethics are interdependent pillars that enhance teaching competencies, and recommends implementing continuing education programs in formative assessment, digital skills, and non-traditional methodologies.