Development of key competences through Latin and Greek in secondary school in Italy and Spain

Abstract

With regards to the latest European Recommendations, developing key competences has become an important goal of education. The purpose of this comparative study is to focus on this topic considering the teaching of Latin and Greek in upper secondary school in Italy and Spain. A multiple case study with a mixed research design was used, with 173 students and 25 teachers as participants in the quantitative part and 40 students and 18 teachers in the qualitative part. The underlined results are a) the importance of working on the learning concepts of the students of Classics, as this influences the way they study b) the teaching factors that help pupils to develop key competences are evaluation, feedback, teacher personality, interactivity and discipline. Useful paths for daily teaching and new perspectives for future research in this field are offered.

Injury Prevention Effect of MRI Imaging Technology in Physical Education and Sports Training

“…With the continuous innovation and reform of physical education, higher requirements are put forward for students' physical quality. Therefore, through the analysis of the situation and causes of sports injuries, students are reminded to pay attention to the possibility of preventing injuries, in order to ensure their own safety [ 1 ]. In daily sports training, the main reason for students' injury in sports training lies in their physical fitness.…”

To what extent do Socratic seminar activities encourage engagement in Classical Civilisation lessons?

“…Moreover, Socratic seminars are associated with the practice of dialogic teaching and Socratic questioning more generally, which are subjects that have been explored in research on teaching Classics (Chung and Irwin, 2022). For example, a survey of European Classics teachers found that most recognised the importance of using a ‘Socratic method’ to help students with their learning (Canfarotta et al ., 2022). Therefore, it is still possible to extrapolate the potential advantages of using this activity with a Year 8 Classical Civilisation class and develop my own research questions for this lesson sequence.Research Question 1: To what extent do Socratic seminars in Classical Civilisation lessons promote student engagement and satisfaction?…”

“…There is a greater emphasis than ever on developing civic ‘key competencies’ in education (Lucas and Spencer, 2017) which has led educators to explore how Classics teaching can influence these. Despite students' and educators' scepticism about exercises that cannot clearly lead to a final mark or grade, researchers have found Socratic activities in Classics can have the benefit of teaching ‘metacognitive strategies that make students more effective in planning, organising, and evaluating the results of their learning’ (Canfarotta et al ., 2022, p. 13). Similarly, students can see the potential of studying classical subjects to increase their cultural awareness (Canfarotta et al ., 2022).…”

“…Despite students' and educators' scepticism about exercises that cannot clearly lead to a final mark or grade, researchers have found Socratic activities in Classics can have the benefit of teaching ‘metacognitive strategies that make students more effective in planning, organising, and evaluating the results of their learning’ (Canfarotta et al ., 2022, p. 13). Similarly, students can see the potential of studying classical subjects to increase their cultural awareness (Canfarotta et al ., 2022). This is something that I will be exploring within my teaching sequence, as it is a potential sign of agentic engagement (Reeve and Tseng, 2011).…”