Teaching teamwork in virtual environments: experience of teachers from a technical higher education institution

This investigation started with the following question: How has a technical higher education institution's teacher's experience implementing the generic competence "teamwork" in their curriculum during long-distance education been? To answer it, a phenomenological study which sought to describe the meaning of the generic competence of teamwork according to the teachers, as well as identifying the experiences of teaching and evaluation of said competence by teachers in long-distance education mode was carried out. The results show that, although the institution and the teachers interviewed consider that competence is important for the student's professional development, they do not consider it a competence, but a methodology for the development of other specific competencies. Concerning the teaching and evaluation methods implemented during distanced education, it was observed that, although there is involvement and follow-up by teachers, feedback is not rigorously incorporated as a means of favoring the development and evaluation of teamwork competence.