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.
Los cambios vertiginosos, así como la incertidumbre propia de la sociedad líquida hacen hoy más que nunca necesaria la adquisición en el alumnado de la competencia aprender a aprender. Se presenta una investigación internacional de enfoque cualitativo que a través de la técnica de la entrevista ha contado con la participación de 80 docentes italianos, españoles y uruguayos. Los objetivos del estudio fueron conocer desde la perspectiva docente cuáles son las características que definen a las generaciones Z y Alpha que actualmente asisten a la escuela y cómo aprenden, infiriendo con posterioridad, actuaciones prioritarias para favorecer el aprender a aprender. El profesorado de los tres países consultados coincide en señalar que el alumnado actual es muy diferente al de años atrás. Refieren fascinación por los medios, baja tolerancia a la frustración, así como una disminución de atención hacia la tarea y ansias de inmediatez. Se apuntan a raíz de los resultados, ejes de actuación prioritarios para promover la competencia aprender a aprender en la escuela.Palabras clave: Generación Z, Generación Alpha, Aprender a Aprender, competencias, profesorado.
As a result of enactment of Law 297/1999, many Italian universities could improve the opportunities in applied research, activating spin-offs and start-ups in conformity with those regulations. This is a new challenge in the universities’ mission: universities are capable (and therefore they are asked) to generate not only new knowledge and competent professional profiles, but also to make a new effort in implementing the “third mission” for promoting social innovation. Considering this background, we present a research project - a training intervention named “Participatory culture, personal branding and organisational wellness” - by Espéro Pvt, a spin-off of the University of Salento, for Geodata Engineering Ltd., located in Turin, Italy. Presented below are the theoretical framework (learning organisation, empowerment evaluation and organisational wellness) and the methodology, as well as the first results.
The pandemic has highlighted and accentuated some potential risks and critical issues already present in several educational contexts: the widening of educational poverty, the increase in the digital and cultural divide and the expansion of learning loss and of the implicit and explicit early school leaving. In this regard, the case study developed in a period just prior to the pandemic, on the one hand, has highlighted some critical issues of the teaching–learning relationship, while, on the other hand, it has deepened the strengths concerning the teaching–learning relationship in order to improve learning to learn and learning to teach for students and teachers in contemporary complexity. The results show that facing the current complexity means understanding the cultural aspects that guide today’s ways of learning and teaching based on technologies. The relevance of these aspects concerning meanings and practices of teaching and learning is understandable, taking into account the rapid and profound changes in the current world in which we live. In summary, the results of this educational research on the analysed teaching and learning practices can be useful both to treasure today’s lessons learned and to copy the unexpected changes that each crisis proposes like the current one.
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