PDCA AND THE DEVELOPMENT OF TEACHING COMPETENCIES

Abstract

This study analyzed the application of the PDCA cycle as a management tool aimed at the continuous improvement of pedagogical practices and the development of teaching competencies. The research question was: how can the PDCA cycle contribute to the continuous improvement of pedagogical practices and the development of teaching competencies in contemporary education? The general objective was to investigate how the PDCA method can support the enhancement of teaching work. The methodology was based exclusively on bibliographic research, using authors who address education, pedagogical management, remote teaching, and active methodologies. The development examined the four stages of the PDCA cycle — planning, execution, verification, and action — in relation to current educational challenges, with emphasis on the remote learning experience. The findings showed that PDCA, when adapted to educational settings, supported the organization of teaching activities, evidence-based decision-making, and continuous improvement of teaching performance. It was concluded that the method strengthened intentional planning, ongoing assessment, and result-oriented pedagogy. Future empirical studies are recommended to explore its practical implementation in real school contexts.