Page 99 - Apuntes de Investigación en la Enseñanza de Idiomas

83 Apuntes de Investigación en la Enseñanza de Idiomas

Specific Questions

1. To what extent do teachers know the precepts of the CBE mo-
del?

2. Is CBE perceived by teachers, students and administrators as
an imposition or as an opportunity? Why?
3. Which are the instruments used by teachers to develop the as-
sessment process according to the Competency Based Educa-
tion Model?

4. Do teachers accept the curriculum change, appropriate it, or
resist it? How?

Aim of the Study
The purpose of this qualitative study, which at the moment is in progress, is to analyse teacher agen-
cy in assessment during the implementation of a Competency-based Education model that has been
implemented in a B.A. of English Language Teaching in the Northwest region of Mexico.

Literature Review
According to its advocates, the competency-based education model defeats some conventional
criteria where learners are viewed as recipients of information. Assuming a posture converged on
competencies intends to go far away from behaviourist beliefs and to go nearer to constructivist
ideas where the pupil is the principal character and learning is concentrated on performance (Andra-
de Cázares, 2008). In this section, the main concepts and the approaches to literature will be briefly
discussed.

Competencies

A competence represents a group of skills, attitudes and values manifested in an adequate perfor-
mance. The concept of competence is presented as “dynamic combination of cognitive and me-
tacognitive skills, knowledge and understanding, interpersonal, intellectual and practical skills, and
ethical values”(Lokhoff et al., 2010, p.52). On the other hand, Argudin (2010), simplifies the term
summarising it to knowledge in execution and explains that being competent implies to comprehend
how to interpret, and how to perform in different sceneries. However, Tobón (2008), develops the
concept and integrates the fact of pertinent acting and moral engagement: “Competencies are more
than knowledge in context because they go further of acting, and besides, they imply commitment
and will to do things with clarity, and understanding” (p.10).

Agency
Emirbayer & Mische (1998) mention that agency is the interplay between the following dimen-
sions: Routine, which is the acquired pattern of action; purpose, which is the motivating force of
the individuals, and judgment which shows engagement with the actual situations in the moment of
action. In addition, the authors also mention the past also influences that agency with an orientation
towards the future and demonstrating a commitment to the present. Teachers’ background experien-