Social changes have brought educational challenges at all levels of education. One of the most important elements has been adopting the development of competences as a main goal. As regards teacher training, competences have been included in university degrees responding to a traditional concern related to teacher training: the necessary relationship between theory and educational practice. The objective of this work, in the Spanish context, is to define a model for the evaluation of didactic-disciplinary competences (frequently taught in university classrooms, in a theoretical way) within the framework of the school practicums of the degree in early childhood education (the unique practical context where a real application of competences may be assessed before professional performance). For this purpose, we analyzed the legislation (the specific didactic-disciplinary competences of the ECI/3854/2007 Order) and the school practicum plans of Spanish universities, in order to provide a useful tool to know how students apply theoretical learning in their classroom practices. The resulting model, focused on the learning of natural sciences, social sciences and mathematics, enables understanding the level of development of the didactic-disciplinary competences and can be considered as a conceptual framework to design instruments for different contexts.

中文翻译：

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教学情境中教学能力评价模型

社会变革给各级教育带来了教育挑战。最重要的要素之一是将能力的发展作为主要目标。在教师培训方面，大学学位中包含能力，以回应与教师培训相关的传统关注：理论与教育实践之间的必要关系。在西班牙背景下，这项工作的目标是在幼儿教育学位的学校实习框架内定义一个模型，用于评估教学学科能力（通常在大学课堂上以理论方式教授） （独特的实践背景，在专业表现之前可以评估能力的实际应用）。以此目的，我们分析了立法（ECI/3854/2007 命令的特定教学学科能力）和西班牙大学的学校实习计划，以提供一个有用的工具来了解学生如何在课堂实践中应用理论学习。由此产生的模型侧重于自然科学、社会科学和数学的学习，能够理解教学学科能力的发展水平，并可被视为为不同背景设计工具的概念框架。