Relación entre el conocimiento pedagógico y la vocación docente en profesores de una escuela de capacitación de la ciudad de Quito.

Christian Eduardo Mosquera Córdova; Rosario Elizabeth Toscano Reinoso; Adriana Gabriela Sequera Morales

doi:10.70577/ASCE/2033.2053/2025

Authors

Christian Eduardo Mosquera Córdova Universidad Iberoamericana del Ecuador https://orcid.org/0009-0004-7010-7521
Rosario Elizabeth Toscano Reinoso Universidad Iberoamericana del Ecuador https://orcid.org/0009-0001-0367-0283
Adriana Gabriela Sequera Morales Universidad Iberoamericana del Ecuador https://orcid.org/0000-0001-5779-900X

DOI:

https://doi.org/10.70577/ASCE/2033.2053/2025

Keywords:

Pedagogical knowledge; Teaching vocation; Teacher training; Professional experience; Quality education.

Abstract

This study analyzed the relationship between teaching vocation (TV) and pedagogical knowledge (PK) among teachers at a training school in Quito, Ecuador. The sample consisted of 52 teachers selected through non-probabilistic sampling. The study employed a quantitative, descriptive, correlational, and cross-sectional approach. For TV, the Teacher Vocation Questionnaire by Torres-Hernández (2022) (CVOC-D;21 items; α=0.752) was applied, comprising the following dimensions: satisfaction with teaching (V1_D1_ST), vocational awareness (V1_D2_VA), and educational commitment (V1_D3_EC). For PK, the Assessment of Pedagogical Knowledge for Teaching questionnaire by Martin-Romera & Molina (2017) was used (19 items; α=0.826), which includes the following dimensions: predominance of pedagogical knowledge (V2_D1_PPK), pre-professional socialization (V2_D2_PS), professional training (V2_D3_PT), and professional practice (V2_D4_PP). Data processing was performed using Jamovi 2.6.26.0 software. Frequencies and percentages by levels were calculated, and Correlation were calculated using the Spearman test. The normality test was performed using the Kolgomorov-Smirnov (K-S) method, V1_D1_ST=0.245; V1_D2_VA=0.255; V1_D3_EC=0.280; V2_D1_PPK=0.104; V2_D2_PS=0.166; V2_D3_PT=0.174; V2_D4_PP=0.182. In TV, the very high level V1_D1_ST (88.5%) prevailed, V1_D2_VA (88.5%), V1_D3_EC (90.4%). For PK, high levels stood out V2_D2_PS (67.3%), V2_D3_PT (69.2%), V2_D4_PP (67.3%), V2_D1_PPK showed the lowest value (38.5%). All PK dimensions fulfilled the assumption of normality, as their K-S values exceeded 0.05. A positive and significant correlation was found between TV and PK (p=0.468, p<.001), rejecting the null hypothesis. The relationship between years of teaching experience and TV (p=0.097), and PK (p=0.159), showed no statistical significance (p>0.05), accepting the null hypothesis in both cases.

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