Aprender a aprender se destaca en investigación y políticas del nuevo milenio; ha ocupado la escena educativa en Europa, antes y después de la Recomendación del 2006 sobre Competencias clave. Sin embargo, aprender a aprender está etiquetado por algunos como concepto no científico, que requiere una definición acordada (Coffield, 2002). Lo que parece carecer es una comprensión de cómo funciona y cómo se puede reconocer en los individuos; de hecho, la mayoría de las investigaciones que mencionan este tema abordan otros conceptos relacionados. Una iniciativa política relevante siguió a la revisión de 2018 de las Competencias clave: el desarrollo de un marco de referencia europeo para la competencia Personal, Social y de Aprender a Aprender. ¿Cuál es su justificación y qué posición ocupa frente a la teoría? ¿Cómo pueden beneficiarse los alumnos y los profesionales? Este artículo tiene como objetivo ofrecer ideas teóricas y políticas, trabajando hacia una definición madura de aprender a aprender que abarca aspectos personales y sociales. Con un enfoque pedagógico clave para desplegar esta competencia en la práctica, se propone un modelo de desarrollo informado y práctico de cómo este complejo conjunto de conocimientos, habilidades y actitudes puede operar a lo largo de la vida. Después de todo, no hay nada tan práctico como una buena teoría (Lewin, 1951).Palabras clave: Aprender a aprender; desarrollo personal; competencias socioemocionales; competencias clave europeas; enfoque pedagógico; modelo de desarrollo.
Background: 'Learning to Learn' (L2L) is considered a key skill for the twenty-first century. It is understood here as a hyper-competence, which mobilises resources of the individual and/or groups in a sensemaking effort to improve or update one's own learning. By means of classroom assessment during the teaching-learning cycle, teachers can promote this competence in their daily practice. This paper focuses on the L2L-assessment relationship, presenting data from an international qualitative research project conducted in Brazil, Ecuador, Italy, Mexico, Spain and Uruguay from a comparative perspective. Purpose: The study sought to explore the relationship between teachers' L2L conceptualisations and their assessments in a sample of preschool, primary and secondary school teachers. Key questions addressed were: how did interviewed teachers define L2L? What, if any, was the connection between teachers' assessment methods and their own L2L definition? Methods: The analysis drew on data collected from 123 interviews with teachers, deploying a qualitative descriptive approach. L2L definitions were classified as broad or narrow according to Hounsell. A connection was assigned to each interview depending on whether teachers' assessment and L2L responses included aspects related to L2L theory. Findings and conclusion: Around one-third of interviewees provided a definition of L2L consistent with the intended purposes of assessments that contribute to the development of L2L. Approximately onefifth was classified with partial connection and almost half was classified as showing no connection. The L2L-assessment relationship is explored in terms of similarities and differences between countries. Overall, the study draws attention to the need for increasing teacher awareness of the L2L-assessment connection during initial and inservice teacher education, in order for teachers to develop assessment practices conducive to L2L.
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