The term teaching competencies includes aspects such as methods, resources, knowledge and attitudes that teachers must have to solve situations they might experience in their daily activity.

Many teaching competencies mix the ones strictly curricular with those more socioemotional and attitudinal. One of the difficulties we are currently facing is students at risk of exclusion. Thus, research on teacher competencies might help to improve this problem. The educational inclusion depends to a large extent on the training of teachers and their teaching skills, therefore a continuous preparation is crucial to be able to provide students with a teaching-learning process that is suitable for their comprehensive and not just academic development.

The recognized research group "Educational Psychology" is carrying out various works in the line of teaching skills in different groups and educational levels to provide improvements in teaching competence, being aware that, improving teaching skills, they will improve the academic results and the integral formation of the students. We intend to create our model for the treatment of these competencies, as well as the instruments that evaluate them through joint work with teachers of Compulsory Education (6-16 years old).

University academic, civil servant since 1990, and a Doctor since 1994, he has carried out his teaching and research work at the University of Valladolid.

To summarize, some of the most remarkable results of his academic and research activity are the publication of about 86 works, among which 50 articles stand out. The vast majority have been published in reference journals in the field such as Psicothema, Revista de Psicodidáctica, Cadmo, or International Journal of Assessment and Evaluation, as well as books published by editorials such as Ariel, Pirámide, or Nova Science. This has been recognized by CNEAI with 2 six-year terms of research (last in 2013); the participation in 9 research projects, in 3 of them as PI, including one financed by the National R&D Plan; the realization of 5 stays, 4 of investigation and 1 of educational type. Among the first, it is worth highlighting those developed in relevant institutions for his lines of research such as the University of Minho, the Università Degli Studi Roma Tre, the University of Évora or the Latin American Institute of High Social Studies (Chile); he has been teaching regularly since 1987. Also, he has been invited to teach more than 50 third-cycle courses and other teaching activities in various institutions and organizations. He has been teaching Doctorate uninterruptedly since 1994. This activity has been recognized with 6 teaching five-year periods. He supervised 15 doctoral theses, 23 DEAs and 12 final master projects and 10 final degree projects. Three of the 15 doctoral theses have obtained an extraordinary award and one has obtained the international mention; the interest in the constant improvement of teaching activity, as evidenced by the publication of several works of a teaching nature, participation in innovation projects, the favourable evaluations received, the almost twenty ongoing presentations of a teaching nature and the almost 30 participation in training courses and conferences; and involvement in university management, exercising for 7 years as Secretary of the Department, 8 as Vice-dean of the  Faculty, and  4 as Director of Department.

In recent years, he has continued his work in motivating teaching skills and effective teachers. Once the educational problems were raised from the students 'point of view, it seemed appropriate to consider searching solutions from the teachers' point of view as an important element in this process. (17 book chapters, 27 journal articles and more than 35 communications at national and international conferences)