Improving learning competence in schools—what relevance does empirical research in this area have for teacher training?

Solzbacher, Claudia

doi:10.1080/02619760600944837

Cited by 3 publications

(3 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, since 2000 there has been a gradual increase in articles based on research, combined with a decline in articles of a descriptive nature. These results might indicate that once a competence discourse has become established on the basis of reviews and theoretical reflections, empirical evidence based on scientific rigor is needed in order to guide the implementation of competency curriculum projects (Aguerrondo, 2009;Dobber et al, 2013;Mulder et al, 2008;Solzbacher, 2006;Urban et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…On the basis of recommendations made by the Council of Europe regarding the need to promote the acquisition of key competences, all member states have adopted measures for curricular implementation. Currently there are numerous studies and reports whose main objective is to analyse the means and impact of policies and strategies developed to this end (Dąbrowski & Wiśniewski, 2011;Dobber et al, 2013;European Comission / EACEA / Eurydice, 2012;European Union, 2013;Gordon et al, 2009;Halász & Michel, 2011;IBE-UNESCO, 2007;Krause, 2010;Moon, 2007;OECD, 2013;Pepper, 2011;Solzbacher, 2006;Tawil & Cougoureux, 2013;Tiana et al, 2011;Urban, Vandenbroeck, Van Laere, Lazzari, & Peeters, 2012).…”

Section: Competency-based Education Within the Framework Of The European Unionmentioning

confidence: 99%

See 1 more Smart Citation

Bibliometric characteristics of articles on key competences indexed in ERIC from 1990 to 2013

Donet

Pallarès

Burillo

2017

European Journal of Teacher Education

View full text Add to dashboard Cite

This paper analyses the bibliometric characteristics of 616 journal articles on key competences indexed in ERIC in a 23 year-period following documentary analysis. This observation method allowed us to highlight key elements like the population, educational level, topics, etc. to focus whether this literature contributes towards implementing competence-based education. The findings of key competence-based articles confirm that competence discourse in education has become a highly-rate topic of debate from 1999 to 2013. In the two last decades, there has been a gradual increase in articles based on research combined with a decline in articles of a descriptive nature. The main contributions of articles on competency-based education are significantly in line with topics related to reflection on competence discourse and education policies that should be implemented. There is still a clear need for publications which provide examples and empirical evidence aimed at developing basic competences.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Competency-based Education Within the Framework Of The European Unionmentioning

confidence: 99%

Bibliometric characteristics of articles on key competences indexed in ERIC from 1990 to 2013

Donet

Pallarès

Burillo

2017

European Journal of Teacher Education

View full text Add to dashboard Cite

show abstract

“…Several studies about learning assignments and generic competencies focus on learning outcomes when using a digital application in the assignment, e.g., virtual reality [20], computer-supported fading and feedback [21], using 3D computer-aided design [22] or mobile learning [23]. Some studies focus on the activities to improve learning at the school level, such as support for teachers' practices, by planning and managing the teaching of competencies systematically at the school level and accounting for the latest findings in future teacher training [24]. Rarely have the features of assignments as such been analysed.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Investigating the Characteristics of Knowledge-Related Learning Assignments in Upper Secondary School

Ilomäki,

Lakkala,

Muukkonen

et al. 2023

Education Sciences

View full text Add to dashboard Cite

This study reports on whether students have the opportunity to acquire generic competencies when they work with knowledge-related assignments at upper secondary school. We investigated 30 assignments. The data included lesson observations and interviews with teachers. The main categories of teaching practices were theory-based, and the subcategories and the levels of intensity were based on qualitative analysis of the data. The most common categories were Object-orientedness, Epistemic challenge, Process-like emphasis, Intensity of collaboration, Cross-fertilisation, and Information practices. The least common categories were Cross-fertilisation, Process-like emphasis, and Object-orientedness. Cluster analysis produced three groups: Open and challenging assignments with guidance and support (eight cases), Demanding assignments without support (seven cases), and Well-defined, teacher-directed assignments (15 cases). Assignments of the first type support students’ knowledge-related competencies the best. The second type of assignment is demanding because students work independently with limited support for challenging assignments. Assignments of the third type were well-structured and teacher-centered assignments.

show abstract

Learning Competence in University: Development and Structural Validation of a Scale to Measure // La competencia para aprender en la universidad: Desarrollo y validación de un instrumento de medida

et al. 2013

View full text Add to dashboard Cite

This research focused on designing and validating a scale to assess the level of learning competence in university students. Learning competence refers to the acquisition, selection and integrated mobilization of the knowledge, skills and attitudes required for continuous, life-long learning. The development of this competence is a basic training goal, because it constitutes an essential element of life-long learning. Learning competence comprises four dimensions: self-knowledge as apprenticeship, construction of knowledge, self-management of learning, and knowledge transfer. To validate the theoretical model of the construct, were conducted exploratory and confirmatory analyses. The results largely confirmed this structure (.86 reliability of the full scale and between .57 and .83 reliability of the sub-scales as well as the adequacy of the structural model chosen: GFI = .94, RMSEA = .039); thus, it is possible to conclude that the Learning Competence Scale (LCS) is a valid 17-item tool for measuring this competence.Keywords: Learning competence, learning strategies, self-management of learning, life-long learning, structural validity. ResumenEsta investigación se centra en el diseño y validación de una escala para evaluar el nivel de la competencia para aprender de los estudiantes universitarios. La competencia para aprender se refiere a la adquisición, selección y movilización integrada de los conocimientos, habilidades y actitudes necesarios para aprender de manera continuada a lo largo de la vida. El desarrollo de esta competencia es un objetivo formativo fundamental por su influencia en el desarrollo personal y profesional. Se parte de que la competencia para aprender está compuesta de cuatro dimensiones: conocimiento personal como aprendiz, construcción del conocimiento, autogestión del aprendizaje y transferencia del conocimiento. Se han realizado análisis exploratorios y confirmatorios para validar el modelo teórico del constructo. Los resultados confirman en buena medida esta estructura (fiabilidad 0.86 de la escala total y entre .57 y .75 de las sub-escalas, así como la adecuación del modelo estructural elegido: GFI = .94, RMSEA = .039), lo que permite considerar la Escala de Competencia de Aprendizaje (LCS) como un instrumento válido de 17 ítems para medir esta competencia.Palabras clave: Competencia para aprender, estrategias de aprendizaje, autogestión del aprendizaje, aprendizaje a lo largo de la vida, validez estructural.

show abstract

Improving learning competence in schools—what relevance does empirical research in this area have for teacher training?

Cited by 3 publications

References 1 publication

Bibliometric characteristics of articles on key competences indexed in ERIC from 1990 to 2013

Bibliometric characteristics of articles on key competences indexed in ERIC from 1990 to 2013

Investigating the Characteristics of Knowledge-Related Learning Assignments in Upper Secondary School

Learning Competence in University: Development and Structural Validation of a Scale to Measure // La competencia para aprender en la universidad: Desarrollo y validación de un instrumento de medida

Contact Info

Product

Resources

About