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

Abstract

Abstract: This research analyzed the relationship between professional competencies, teaching vocation, and ethical training in Early Childhood Education teachers, with the purpose of supporting the physical-digital pedagogical proposal called the Magic Apron. The study was carried out in educational institutions in Ecuador, in urban and rural contexts, with a sample of 10 teachers from Initial Level 1, Initial Level 2, Preparatory Level, and First Grade of Basic General Education. The research was framed within a mixed-methods approach, with a descriptive, non-experimental, and cross-sectional design, since it integrated the quantitative analysis of data obtained through a structured questionnaire and the qualitative interpretation of information through theoretical review, dimensional analysis, and data triangulation. The instrument was organized into dimensions related to communicational, logical-mathematical, digital, socioemotional skills, teaching vocation, ethical training, and pedagogical innovation. The results showed high levels of achievement in the evaluated dimensions. It is concluded that the articulation between professional competencies, vocation, and ethics strengthens teaching practice and promotes inclusive, meaningful, and quality early education, aimed at the integral development and well-being of Ecuadorian early childhood.