27 SES 05.5 PS, General Poster Session
General Poster Session, Chaired by Convenors of NW 27
Key competences are a topic of recent introduction in the Spanish educational system. The adoption of the Organic Law of Education (LOE) 2006 is directly linked to the recommendations made by European education agencies (European Commission, 2005). Competences were introduced into the curriculum of elementary education to give young students the knowledge and key competences for full participation in society. All started with the DeSeCo Project. Its conceptual framework classifies such competences in three broad categories. First, individuals need to be able to use a wide range of tools for interacting effectively with the environment: both physical ones such as information technology and socio-cultural ones such as the use of language. Second, in an increasingly interdependent world, individuals need to be able to engage with others, and since they will encounter people from a range of backgrounds. Third, individuals need to be able to take responsibility for managing their own lives, situate their lives in the broader social context and act autonomously. Each of these categories has, according DeSeCo, a specific approach, are interrelated, and collectively build the basis for identifying and defining the eight key Spanish competences. Under this proposal made by the European Union, at the Spanish level, it was defined eight key competences to be delivered along Elementary and Secondary Education: 1) Communication competence; 2) Mathematical competence; 3) Knowledge and interaction with the physical environment; 4) Data processing and digital competence; 5) Social and civic competence; 6) Cultural and artistic competence; 7) Lifelong learning; and 8) Autonomy and personal initiative.
It is important to noted that the incorporation of competences in the curriculum should not be understood as a single element to be developed, but should be considered as the axis around which all curricular elements must turn around. This is essential for a conceptual and methodological shifting the educational community. However, to date there no assessment tools to assess the perception of teachers on student achievement in terms of key competences. However, to date there no assessment surveys to measure the perception of elementary teachers on student achievement in terms of key competences. Their perceptions, concerns, perspectives and motivations in this process are unknown. Given that teachers are the agents to bring the change, it is necessary to see how this process is being developed.Many studies have the purpose of analyse the study of key competences (Escamilla, 2008; Moya and Luengo, 2010; Sarramona, 2004; Etelälahti and SahiRychen, 2001; Kelly, 2001; Knain, 2001; Lassnigg, Mayer, and Svecnik, 2001). The purpose of this study is to design and validate a questionnaire to measure the perceptions of elementary teachers on student learning after inclusion of key competences in the Spanish educational context.
References Carretero-Dios, H., y Pérez, C. (2005). Normas para el desarrollo y revisión de estudios instrumentales. International Journal of Clinical and HealthPsychology, 5, 521-551. Comisión Europea. (2005). Propuesta del Parlamento Europeo y del Consejo sobre las competencias clave para el aprendizaje permanente. Extraído el 18 de octubre, 2007 de http://ec.europa.eu/education/policies/2010/doc/keyrec_ es.pdf Escamilla, A. (2008). Las competencias básicas. Claves para su desarrollo en los centros. Barcelona:Graó. Etelälahti, A., & Sahi, A. (2001). Summary report for Finland on the DeSeCo Country Contribution Process. Prepared as part of the Country ContributionProcess (CCP) conducted by the DeSeCo Project. Kelly, F. (2001). Summary report for New Zealand on the DeSeCo Country Contribution Process. Prepared as part of the Country Contribution Process (CCP) conducted by the DeSeCo Project. Knain, E. (2001).Summary report for Norway on the DeSeCo Country Contribution Process. Prepared as part of the Country Contribution Process (CCP) conducted by the DeSeCo Project. Lassnigg, L., Mayer, K., & Svecnik, E. (2001). Summary report for Austria on the DeSeCo Country Contribution Process. Prepared as part of the Country Contribution Process (CCP) conducted by the DeSeCo Project. Moya, J., y Luengo, F. (2010). La concreción curricular de las competencias básicas: un modeloadaptativo e integrado. CEE Participación Educativa, 15, 127-141. Sarramona, J. (2004). Las competencias básicas de la enseñanza obligatoria. Barcelona: CEAC.
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