Key Competences in Europe: Opening Doors for Lifelong Learners Across the School Curriculum and Teacher Education

Gordon, Jean; Halász, Gábor; Krawczyk, Magdalena; Leney, Tom; Michel, Alain; Pepper, David; Putkiewicz, Elzbieta; Wiśniewski, Jerzy Witold

doi:10.2139/ssrn.1517804

Cited by 149 publications

(171 citation statements)

References 8 publications

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“…The European Union has identified eight areas of key competences for lifelong learning, and the scope of each is precisely defined under the broad themes such as: learning to learn, communication, mathematica, scientific and technological competence, digital competence, cultural, social and civic competences and initiativity and enterpreneurship (Gordon, Halász, Krawczyk, Leney, Michel, Pepper, Putkiewicz, & Wiśniewski, 2009 (Binkley et al, 2012 (Voogt & Pareja Roblin, 2010). …”

Section: What Are the 21st Century Learning Skills? -A Critical Examimentioning

confidence: 99%

Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills

Häkkinen

Järvelä

Mäkitalo‐Siegl

et al. 2016

Teachers and Teaching

209

131

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(2017). Preparing teacher-students for twenty-first-century learning practices (PREP 21) : a framework for enhancing collaborative problem-solving and strategic learning skills. Teachers and Teaching: Theory and Practice, 23 (1), 25-41. doi:10.1080/13540602.2016 AbstractWith regard to the growing interest in developing teacher education to match the 21st century skills, while many assumptions have been made, there has been less theoretical elaboration and empirical research on this topic. The aim of this article is to present our pedagogical framework for the 21st century learning practices in teacher education. We will first review the current status of policy frameworks for the 21st century learning skills. Based on our previous work and current understanding in the field of learning sciences, we will next elaborate the processes and strategies for collaborative problem solving skills and strategic learning skills to specify current, rather general claims presented regarding the discussion on 21st century skills. We will also provide concrete case examples facilitating strategic learning skills, collaborative problem-solving skills and the skills to use ICT (Information and Communication Technologies) in contexts of our previous studies.

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Section: What Are the 21st Century Learning Skills? -A Critical Examimentioning

confidence: 99%

Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills

Häkkinen

Järvelä

Mäkitalo‐Siegl

et al. 2016

Teachers and Teaching

209

131

View full text Add to dashboard Cite

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“…Gordon et al (2009) y Méndez-Giménez, Sierra-Arizmendiarrieta y Mañana-Rodríguez (2013) subrayaron la necesidad de investigar el proceso de implantación real de las CCBB y analizar la repercusión que este nuevo marco está teniendo en el aprendizaje de los estudiantes, en las dinámicas de los centros educativos, así como en las percepciones de los encargados de liderar esa implantación: los propios docentes. Más concretamente, hasta la fecha no se ha dirigido ningún trabajo específico que aborde cómo se está produciendo la implantación de las CCBB en los diferentes elementos del currículo de la EF en la etapa de Educación Primaria.…”

Section: Introductionunclassified

Incorporación de las competencias básicas a la educación física en educación primaria / Integrating Basic Competences into Physical Education (Pe) in Primary Education

Méndez-Alonso¹,

Méndez–Giménez²,

Fernández-Río³

2016

rimcafd

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El objeto de este estudio fue evaluar la percepción de los maestros de Educación Física (EF) del Principado de Asturias sobre el proceso de incorporación de las competencias básicas (CCBB) en el currículo del área. Un total de 151 maestros de EF (46,6% de la población) contestaron a un cuestionario ad hoc compuesto por 12 ítems mediante una escala Likert de 6 puntos. Los resultados mostraron una plena incorporación de las CCBB a las programaciones, sin embargo, el nivel de desarrollo en la práctica resulta ser más bajo. Ser mujer, joven y contar con una elevada formación específica emergieron como factores diferenciales del trabajo competencial. Las competencias de carácter transversal fueron valoradas de mayor relevancia que las relacionadas con determinadas áreas curriculares. Se discute la profundidad

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“…Similar buzzwords are used in a project describing creative learning environments across Europe (Jeffrey, 2005). Gordon et al (2009), in a CASE Network report, discuss various European countries' approaches towards these key competences. Key concepts often connected with project work, such as problem solving and working with others, can be found in Swedish curricula and in those of Ireland, Scotland, England, Poland, Austria and the Czech Republic.…”

Section: Summing Upmentioning

confidence: 99%

Instructions, Independence and Uncertainty: Student Framing in Self-Regulated Project Work

Eklöf

Nilsson

Ottosson

2014

European Educational Research Journal

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This study presents an approach to student interaction in self-regulated project work. By combining frame analysis and socio-cultural risk theory, the authors explore the importance of students' framing activities as a basis for their understanding of tasks. The increase in self-regulated work in Swedish schools can be seen as being in line with developments in Europe towards more individualisation. The authors argue that their data provide examples of how the global discourse imposes itself on local discourses. This mode of work, as it appears in the material presented in this article, exemplifies how complex assessment ideas have penetrated the school context. The authors emphasise the concepts of uncertainty, risk and complexity in analysing the framing process, and claim that the focus on these concepts is essential in analysing self-regulated work, contributing to better understanding of self-regulated learning processes.

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Key Competences in Europe: Opening Doors for Lifelong Learners Across the School Curriculum and Teacher Education

Cited by 149 publications

References 8 publications

Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills

Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills

Incorporación de las competencias básicas a la educación física en educación primaria / Integrating Basic Competences into Physical Education (Pe) in Primary Education

Instructions, Independence and Uncertainty: Student Framing in Self-Regulated Project Work

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