[en] Introduction: This article is part of an investigation that has been carried out in the degree of pedagogy of the Faculty of Education, Philosophy, and Anthropology of the UPV/EHU. Objective: To identify the training needs of the students in relation to the transversal competences of the degree with a view to their insertion in the labour market. Method: The design used is exploratory, descriptive, and longitudinal. It is based on the analysis of the voice of the students, carrying out a questionnaire, and some focus groups regarding the professional opportunities and the transversal competences. Subsequently, the voice of the teaching professionals is collected with respect to the two previous questions by means of a questionnaire and individual interviews. Results: The students think that the professional output of pedagogical theory, evaluation, and research is the one that is most worked on in the degree. They detect training needs related to work orientation, the use of ICTs, and the lack of interaction between the academic and professional worlds. With regard to the transversal skills, students think that they are worked on implicitly and not explicitly and point out that the skills of creativity and innovation and learning to learn are little worked on. Professionals highly value all transversal competences, but it is learning to learn and communication that obtains the highest scores. Discussion: If professionals think that the learning to learn and communication skills are the most valued and students think that they are not worked on much and that it is not done in an explicit way, teachers should design a process to improve the degree in this line. Conclusions: In order to improve the degree of pedagogy, we must undertake actions to make explicit the work of the cross-curricular skills and to explicitly incorporate others such as adaptation to change and the ability to attract attention.

[es] Introducci?n: Este art?culo se enmarca en una investigaci?n que se ha realizado en el grado de pedagog?a de la Facultad de Educaci?n, Filosof?a y Antropolog?a de la UPV/EHU. Objetivo: Identificar las necesidades formativas del alumnado con relaci?n a las competencias transversales de la titulaci?n de cara a la inserci?n laboral del mismo. M?todo: El dise?o utilizado es exploratorio, descriptivo y longitudinal. Se parte del an?lisis de la voz del alumnado, realizando un cuestionario y unos focus group referidos a las salidas profesionales y las competencias transversales. Posteriormente, se recoge la voz de los profesionales de la pedagog?a respecto a las dos cuestiones anteriores mediante un cuestionario y entrevistas individuales. Resultados: El alumnado piensa que la salida profesional de teor?a pedag?gica, evaluaci?n e investigaci?n es la que m?s se trabaja en el grado. Detectan necesidades formativas relacionadas con orientaci?n laboral, el uso de la TICs y la falta de interacci?n entre el mundo acad?mico y profesional. Respecto a las competencias transversales, el alumnado piensa que se trabajan de forma impl?cita y no expl?cita y apuntan que las competencias de creatividad e innovaci?n y aprender a aprender son poco trabajadas. Los profesionales valoran mucho todas las competencias transversales, pero son las de aprender a aprender y comunicaci?n las que obtienen puntuaciones m?s altas. Discusi?n: Si los profesionales piensan que las competencias de aprender a aprender y comunicaci?n son las m?s valoradas y el alumnado piensa que no se trabajan lo suficiente y que no se hace de manera expl?cita, el profesorado deber?a dise?ar un proceso de mejora del grado en esta l?nea. Conclusiones: De cara a la mejora del grado de pedagog?a, hay que emprender acciones para explicitar el trabajo de las competencias transversales e incorporar de forma expl?cita otras como la adaptaci?n al cambio y la capacidad para atraer la atenci?n./n