El educador: su formación en el desempeño profesional pedagógico

The pedagogical professional performance has been related to the teaching competences, assumed these as the actions of the teacher associated with the teaching-learning process. Due to the incidence of teacher preparation in the training of students and considering starting from the demands of modern society in education, it is necessary to synthesize theoretical approaches linked to this performance, highlight the importance of the theoretical postulates that sustain it in his relations for the direction and evaluation of that preparation. The historical-logical, analytical-synthetic, inductive-deductive and systemic methods were used in the systematization of the theoretical-methodological regularities revealed in a curricular conception centered on pedagogical practice and the experience as a functional and dynamic unit of personality development. of the professional in training. This facilitated the identification of the evolution of the term competence, its relationship with performance, until identifying the common elements in the conceptualization of professional pedagogical performance. In addition, the relationship of the latter with the mode of action of the professional in a model focused on the developer learning that converges in precepts of evaluation of said performance. All of this, based on the historical and conceptual background that implicitly or explicitly refers, assumes or bases the pedagogical professional performance.