Teachers need to update their competence profiles for 21st century challenges. Teaching strategies need to change and so do the competences teachers need to develop so as to empower 21st‐century learners. The European Framework for the Digital Competence of Educators (DigCompEdu) represents a paradigmatic example of this endeavour, taking stock of these needs. Defining the requirements of education professionals by teacher competence frameworks can serve multiple purposes at different levels in education systems. At the micro level, it can support and guide teachers' practice and continuous professional development. At the meso level of local education governance, it can support the development of school institutions as learning organisations, providing common ground for dialogue, collaboration and reflection in professional communities of practice. At the macro level of quality assurance, it can provide reference standards for initial teacher education, and for education professionals' quality along the career continuum. The European Framework for the Digital Competence of Educators was designed to align with institutional and contextual requirements in different countries, whilst remaining open to adaptation and updating. It links teachers' and students' digital competence development, and can be linked to institutional capacity building. At the same time, the framework is generic enough to apply to different educational settings and to allow for adaptation as technological possibilities and constraints evolve.
This article analyses the growing focus on teacher competences in European policy discourse against the backdrop of global convergences in education reforms. It traces key ideas, policy recommendations, peer learning and documents which underscore the relevance of teacher quality for education improvement, as recently stressed in the European Commission Communication and Staff Working Documents Rethinking Education. The intertwining of teacher competence frameworks with other areas of education policy is outlined — key competences in school education, the quality of initial teacher education, and the continuous professional development of teachers — teasing out reasons for their central role. Some insights from research and peer learning then explore key implications in the defining and implementing of teacher competence frameworks in national education systems. A comparative viewpoint further analyses current policy trends about teacher competences across European national contexts, in discourse and practice. In order to do so, a framework of analysis takes into account system features as key variables affecting national policy — roles and responsibilities of stakeholders, governance and education cultures, and the status of the teaching profession. Across the variety of policy practices, the analysis endeavours to trace some emerging patterns and trends, highlighting paradigmatic national examples, with some food for thought.
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.
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