10 SES 11 C, Perspectives on Competence Development in Teacher Education
The dichotomy between theory and practice in Early Childhood Education isn’t a new topic, but nowadays pleading this interaction makes us place ourselves in a conception of the teacher as reflective professional (Mérida, 2012). The European educational framework organized by key competences, makes one of them a perfect symbiosis of that union, the competence of Learning to Learn. It arises in connection with the reply to the direct question that the Project Definition and Selection of Competencies (DeSeCo) of OCDE: “what competences we need for a personal, social and economic well-being?”
This means that Learning to Learn has a metacompetencial character and underlies all others. Defining this competence is complicated because of the numer of shades in which you can pay attention and the trasverse nature of it. However, it is considered a key competence between basics skills. This explains why it is one of the eight competence contained in “Recommendation on key competences for lifelong learning”, which was approved by the European Parliament and the Council in December 2006 (European Parliament, 2006).
In this regard, Department of Education, Universities and Research (2012) in Basque Country, has been collected a number of international iniciatives focues on key competences for the last years like as Organization for Economic Cooperation and Development (OECD-OCDE) and Swiss Federal Statical Office prompted the mentioned project DeSeCo (Definition and Selection of Competences, 2003), Eurydice (2002) provide information about the competences, European Commission (2004) submitted a proposal for the recognition on key competencies, UNESCO (2002) developed a report on competence for lifelong in education for all: Pisa studies (OECD, 2004) announced a report on problem solving for the tomorrow; University of Helsinki, participant of LEARN project (“Life as learning”) has organized several studies on learning to learn...
Among others, this list of planned word confirms the importance of this key competence. We believe that it comes from teacher, and arises and takes shape towards the students. Specifically, in the kindergarten some skills of learning to learn and the regulation of learning begin to emerge in children (Rodríguez, Ortiz y Blanco, 2012; Muñoz, 2004). Describing and knowing their beliefs about childhood, the theoretical framework in which their teaching practices is done and needs to learn to learn in their students, could shape the first level of reflection and analysis of the competence at a stage where contextualized studies are still emerging. It is necessary starting from the theoretical and ideological model of teachers in kindergarten, of a few teachers who wonder how their students learn to learn and how to teach them to learn how to learn (Freire, 2008).
The first results of the analysis of an experience are presented, based on an experience that aims to contextualize the phenomenon of Learning to Learn in Kindergarten and to bring the formative dimension of assessment beliefs (Martínez, 2012) in order to analyze other innovative and involved elements. It is about studying:
- Which is the perception that teachers of Early Childhood Education have on the children currently?
- What is the level of theoretical knowledge that teachers have in relation to the framework of Learning to learn and their perception about it.
- What are the needs that these teachers face in this classrooms about Learning to Learn.
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