Competencias pedagógicas adquiridas mediante formación docente y su relación con la calidad de la enseñanza universitaria

Introduction: Teacher training is essential to strengthen pedagogical competencies and improve the quality of teaching processes in higher education. Objective: Analysis of the relationship between the pedagogical competencies acquired through teacher training and the quality of university teaching among professors of the Nursing program at the State University of Milagro, Ecuador. Method: A study was conducted with a quantitative approach, non-experimental design, of descriptive-correlational scope. Thirty teachers were participants, chosen through intentional non-probability sampling. Two questionnaires with 12 items, organized into three dimensions and answered on a five-point Likert scale, were administered. The analysis consisted of descriptive statistics, the Shapiro-Wilk normality test, and Spearman's Rho correlation. Results: Among the pedagogical competencies, didactic planning received the highest score, while learning assessment received the lowest score. The quality of teaching was reflected in the effectiveness of the educational process. A strong and statistically significant positive correlation was found between the overall scores of both variables, ρ = 0.816 and p < 0.001. Discussion: Pedagogical training is important to improve teachers' practices, especially in planning, guidance, and assessment of learning. Conclusion: It was found that there is a significant association between pedagogical competencies and the quality of university teaching. As a practical contribution, a proposal of 30 hours of teacher training workshops was designed, aimed at strengthening the identified competencies.