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

Abstract

Abstract: This research analyzed the relationship between the professional competencies of Early Childhood educators, Teaching Vocation, and Ethical Training at the preschool level, based on the current educational model established in Ecuador, aiming to guide an innovative and applicable pedagogical proposal for the classroom. The methodology relied on a hybrid strategy, utilizing a non-experimental, cross-sectional field design to achieve a descriptivecorrelational scope. The sample consisted of ten teachers selected through non-probability convenience sampling. The instrument utilized was the 360° Questionnaire on Professional Competencies of Early Childhood Educators (78 items, seven dimensions), which was administered via the Google Forms platform. Positive and statistically significant relationships were found between professional competencies and vocation (&#961; = 0.771; p = 0.009), between professional competencies and ethical training (&#961; = 0.703; p = 0.023), and between vocation and ethical training (&#961; = 0.950; p < 0.001). Consequently, priority in the project&#39;s development was given to digital competencies and pedagogical and didactic innovation identified as the areas with the lowest scores and these findings served as the basis for designing the Physical-Digital Magic Apron I Explore, Tell, and Feel . We consider that the variables are interrelated (exhibiting two strong relationships and one very strong relationship); however, these conclusions should be interpreted with caution due to the limited sample size.