Percepción de alumnado y profesorado de Educación Primaria sobre el aprendizaje de los estudiantes basado en competencias

  1. Lourdes Meroño
  2. Antonio Calderón
  3. José Luis Arias-Estero
  4. Antonio Méndez-Giménez
Revista:
Culture and Education, Cultura y Educación

ISSN: 1135-6405 1578-4118

Año de publicación: 2018

Volumen: 30

Número: 1

Páginas: 18-37

Tipo: Artículo

DOI: 10.1080/11356405.2018.1436796 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Culture and Education, Cultura y Educación

Objetivos de desarrollo sostenible

Resumen

In the search for an educational system that enables students to achieve the best academic results, it is extremely important to explore the perception of the main educational agents: students and teachers. Therefore, the objectives of this paper were: (a) to analyse primary school student and teacher perceptions of students’ competency-based learning; (b) to assess the possible differences between them; and (c) to test hypothetical models for predicting learning according to their perception. The participants were 8,513 students from 58 schools and 1,010 teachers from 110 schools. Overall, both teachers and students reported high scores of perception. However, the perception of the students was higher than that of the teachers, except for the digital competence. While the results showed differences in perception between both prediction models of competency-based learning, both groups perceived the competences of autonomy and personal initiative, digital competence, social competence and citizenship, and lifelong learning as core elements of their perception. In this regard, initial and ongoing teacher training in innovative pedagogical models is needed to enable the development of these competences, which are predictors of perceived learning

Información de financiación

Financiadores

Referencias bibliográficas

  • Ackermann, E. K. (2015). Give me a place to stand and I will move the world! Life-long learning in the digital age. Infancia y Aprendizaje, 38, 689–717.
  • Álvarez-Castrillón, J. A., Rodríguez Martín, A., & Álvarez-Arregui, E. (2014). Enfoque por competencias y resultados escolares. Estudio longitudinal en el Principado de Asturias. Educatio Siglo XXI, 32(3), 181–210.
  • Aparisi, D., Inglés, C. J., García-Fernández, J. M., Martínez-Monteagudo, M. C., Marzo, J. C., & Estévez, E. (2015). Relationship between sociometric types and academic achievement in a sample of compulsory secondary education students. Cultura y Educación, 27, 93–124.
  • Arbuckle, J. L. (2003). Amos 5.0 update to the Amos user’s guide. Chicago, IL: Small Waters.
  • Area, M., & Sanabria, A. L. (2014). Cambiando las reglas de juego: De los libros de texto al PLE. Cultura y Educación, 26, 802–829.
  • Armour, K. M., & Makopoulou, K. (2012). Great expectations: Teacher learning in a national professional development programme. Teaching and Teacher Education, 28, 336–346.
  • Bennett, S., & Maton, K. (2010). Beyond the ‘digital natives’ debate: Towards a more nuanced understanding of students’ technology experiences. Journal of Computer Assisted Learning, 26, 321–331.
  • Biesta, G. (2012). Giving teaching back to education: Responding to the disappearance of the teacher. Phenomenology & Practice, 6(2), 35–49.
  • Biesta, G. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education, 50, 75–87.
  • Biesta, G. (2016). The rediscovery of teaching: On robot vacuum cleaners, non-egological education and the limits of the hermeneutical world view. Educational Philosophy and Theory, 48, 374–392.
  • Biggs, J. (2012). What the student does: Teaching for enhanced learning. Higher Education Research & Development, 31, 39–55.
  • Bradshaw, C. P., Bottiani, J. H., Osher, D., & Sugai, G. (2014). The integration of positive behavioral interventions and supports and social and emotional learning. In M. D. Weist, N. A. Lever, C. P. Bradshaw, & J. Sarno (Eds.), Handbook of school mental health (pp. 101–118). New York, NY: Springer International Publishing.
  • Budge, K., & Cowlishaw, K. (2012). Student and teacher perceptions of learning and teaching: A case study. Journal of Further and Higher Education, 36, 549–565.
  • Campbell, R. J. (2013). Educational reform and primary teachers´ work: Some sources of conflict. In M. Brundrett, M. Bottery, P. Silcock, R. Webb, N. Burton, D. Duncan, & W. Zhang (Eds.), Education 3-13: 40 years of research on primary, elementary and early years education (pp. 9–10). London: Routledge.
  • Casey, A., & Goodyear, V. (2015). Can cooperative learning achieve the four learning outcomes of physical education? A review of literature. Quest, 67, 56–72.
  • CCSSO (Council of Chief State School Officers) and the National Governors Association Center. (2010). Common core state standards initiative: Preparing American’s students for college and career.
  • Cecchini-Estrada, J. A., Méndez-Giménez, A., & Fernández-Río, J. (2014). Meta-percepciones de competencia de terceros significativos, competencia percibida, motivación situacional y orientaciones de deportividad en jóvenes deportistas. Revista de Psicología del Deporte, 23, 285–293.
  • Cheng, Z.-J. (2012). Teaching young children decomposition strategies to solve addition problems: An experimental study. The Journal of Mathematical Behavior, 31, 29–47.
  • Claxton, G. (2014). School as an epistemic apprenticeship: The case of building learning power. Infancia y Aprendizaje, 37, 227–247.
  • Cohen, J. W. (1988). Statistical power analysis for the behavioural sciences. New Jersey, NJ: Lawrence Erlbaum Associates.
  • Corbetta, P. (2007). Metodología y técnicas de investigación social. Madrid: McGraw-Hill.
  • Cordero, J. M., & Manchón, C. (2011). Factores explicativos del rendimiento en educación primaria: Un análisis a partir de TIMSS 2011. Estudios sobre Educación, 27, 9–35.
  • Corpas-Reina, C., Gutiérrez-Arenas, M. P., & Ramírez-García, A. (2015). Competencia cultural y artística, autopercepción del alumnado de sexto de primaria. In AIDIPE (Ed.), Investigar con y para la sociedad (pp. 715–729). Cádiz: Bubok.
  • De Juanas, Á., Martín Del Pozo, R., & Pesquero, E. (2016). Teaching competences necessary for developing key competences of primary education students in Spain: Teacher assessments. Teacher Development, 20, 123–145.
  • DeSeCo, O. C. D. E. (2002). Definition and selection of competencies: Theoretical and conceptual foundations (DeSeCo). Retrieved from https://www.oecd.org/edu/skills-beyond-school/41529556.pdf
  • Downes, S. (2016). New models of open and distributed learning. In M. Jemni, M. Kinshuk, & K. Khribi (Eds.), Open education: From OERs to MOOCs (pp. 1–22). New York: Springer International Publishing.
  • Driscoll, M. (2000). Psychology of learning for instruction. Needham Heights, MA: Allyn & Bacon.
  • Duncheon, J. C., & Tierney, W. G. (2013). Changing conceptions of time: Implications for educational research and practice. Review of Educational Research, 83, 236–272.
  • Enright, E., & Gard, M. (2016). Media, digital technology and learning in sport: A critical response to Hodkinson, Biesta and James. Physical Education and Sport Pedagogy, 21, 40–54.
  • European Commission. (2012). Comunicación de la Comisión al Parlamento Europeo, al Consejo, al Comité Económico y Social Europeo y al Comité de las Regiones. Retrieved from http://ec.europa.eu/transparency/regdoc/rep/1/2012/ES/1-2012-669-ES-F2-1.Pdf
  • Ezquerra, A., De-Juanas, A., & Ulloa, S. M. (2014). Teachers ́ opinion about teaching competences and development of students ́ key competences in Spain. Procedia-Social and Behavioral Sciences, 116, 1222–1226.
  • Fajardo, I., Villalta, E., & Salmerón, L. (2016). ¿Son realmente tan buenos los nativos digitales? Relación entre las habilidades digitales y la lectura digital. Anales de Psicología, 32, 89–97.
  • Fernández-Alonso, R., Suárez-Álvarez, J., & Muñiz, J. (2016). Deberes y rendimiento en matemáticas: Papel del profesorado, la familia y las características del alumnado. Revista de Psicodidáctica, 21, 5–23.
  • Fernández-Río, J., & Méndez-Giménez, A. (2016). El Aprendizaje Cooperativo: Modelo Pedagógico para Educación Física. Retos, 29, 201–206.
  • Fuentes, M. C., Alarcón, A., Gracia, E., & García, F. (2015). El ajuste escolar en los adolescentes españoles: Influencia de la socialización parental. Cultura y Educación, 27, 1–32.
  • García, F., & Gracia, E. (2010). ¿Qué estilo de socialización parental es el idóneo en España? Un estudio con niños y adolescentes de 10 a 14 años. Infancia y Aprendizaje, 33, 365–384.
  • García-Bacete, F. J., Ferrá, P., Monjas, I., & Marande, G. (2014). Las relaciones del profesorado con el alumnado en aulas del ciclo inicial de Educación Primaria. Adaptación del questionnaire on teacher interaction-early primary (QTI-EP). Revista de Psicodidáctica, 19, 211–231.
  • Goodyear, V., & Dudley, D. (2015). ‘I’m a facilitator of learning!’ Understanding what teachers and students do within student-centered. Physical education models. Quest, 67, 274–289.
  • Gredler, M. E. (2005). Learning and instruction: Theory into practice (5th ed.). New Jersey, NJ: Pearson Education.
  • Halász, G., & Michel, A. (2011). Key competences in Europe: Interpretation, policy formulation and implementation. European Journal of Education, 46, 289–306.
  • Hastie, P. A., & Casey, A. (2014). Fidelity in models-based practice research in sport pedagogy: A guide for future investigations. Journal of Teaching in Physical Education, 33, 422–431.
  • Hen, M., & Goroshit, M. (2016). Social-emotion competencies among teachers: An examination of interrelationships. Cogent Education, 3. doi:10.1080/2331186X.2016.1151996
  • Hooper, M., Mullis, I. V., & Martin, M. O. (2016). PIRLS 2016 context questionnaire framework. Retrieved from http://timss.bc.edu/pirls2016/downloads/P16_FW_Chap2.pdf
  • IBM. (2013). IBM SPSS statistics for windows, version 22.0. Armonk, NY: Author.
  • INEE. (2016). Resultados del Estudio Internacional de Tendencias en Matemáticas y Ciencias TIMSS 2015. Retrieved from http://www.mecd.gob.es/prensa-mecd/actualidad/2016/11/20161129-timms.html
  • Jindal-Snape, D., Davies, D., Collier, C., Howe, A., Digby, R., & Hay, P. (2013). The impact of creative learning environments on learners: A systematic literature review. Improving Schools, 16, 21–31.
  • Joyce, B., Weil, M., & Calhoun, E. (2015). Models of teaching (9th ed.). New Jersey, NJ: Pearson Education.
  • Kennedy, M. M. (2016). How does professional development improve teaching? Review of Educational Research, 86, 945–980.
  • Ladd, G. W., Kochenderfer-Ladd, B., Visconti, K. J., Ettekal, I., Sechler, C. M., & Cortes, K. I. (2014). Grade-school children’s social collaborative skills: Links with partner preference and achievement. American Educational Research Journal, 51, 152–183.
  • Liu, H., Ludu, M., & Holton, D. (2015). Can K-12 math teachers train students to make valid logical reasoning? A question affecting 21st century skills. In X. Ge, D. Ifenthaler, & M. Spector (Eds.), Emerging technologies for STEAM education (pp. 331–353). New York, NY: Springer International Publishing.
  • Lleixà, T., González-Arévalo, C., & Braz-Vieira, M. (2016). Integrating key competences in school physical education programmes. European Physical Education Review, 22, 506–525.
  • Martínez, J. S., & Córdoba, C. (2012). Rendimiento en lectura y género: Una pequeña diferencia motivada por factores sociales. In Ministerio de Educación, Cultura y Deporte (Ed.), PIRLS-TIMSS 2011. Estudio Internacional de progreso en comprensión lectora, matemáticas y ciencias. Volumen II. Informe español. Análisis secundario (pp. 143–185). Madrid: Instituto Nacional de Evaluación Educativa.
  • McEwan, P. J. (2015). Improving learning in primary schools of developing countries a meta-analysis of randomized experiments. Review of Educational Research, 85, 353–394.
  • Méhaut, P., & Winch, C. (2012). The European qualification framework: Skills, competences or knowledge? European Educational Research Journal, 11, 369–381.
  • Méndez-Alonso, D., Méndez-Giménez, A., & Fernández-Rio, F. J. (2015). Análisis y valoración del proceso de incorporación de las competencias básicas en Educación Primaria. Revista de Investigación Educativa, 33, 233–246.
  • Méndez-Giménez, A., Sierra-Arizmendiarrieta, B., & Mañana-Rodríguez, J. (2013). Percepciones y creencias de los docentes de Primaria del Principado de Asturias sobre las competencias básicas. Revista de Educación, 362, 737–761.
  • Meroño, L., Calderón, A., Arias-Estero, J. L., & Méndez-Giménez, A. (2017). Cuestionario del Aprendizaje Percibido basado en Competencias para el Alumnado de Educación Primaria (#ICOMpri1). Cultura y Educación, 29, 279–323.
  • Meroño, L., Calderón, A., Arias-Estero, J. L., & Méndez-Giménez, A. (2018). Diseño y Validación del Cuestionario de Percepción del Profesorado de Educación Primaria sobre el Aprendizaje del Alumnado basado en Competencias (#ICOMpri2). Revista Complutense de Educación, 29, 1–23.
  • Miñano, P., & Castejón, J. L. (2011). Variables cognitivas y motivacionales en el rendimiento académico en Lengua y Matemáticas: Un modelo estructural. Revista de Psicodidáctica, 16, 203–230.
  • Monarca, H., & Rappoport, S. (2013). Investigación sobre los procesos de cambio educativo: El caso de las competencias básicas en España. Revista de Educación, Número Extraordinario, 54–78. doi:10.4438/1988-592X-RE-2013-EXT-256
  • O’Sullivan, M. (2013). New directions, new questions: Relationships between curriculum, pedagogy, and assessment in physical education. Sport, Education & Society, 18, 1–5.
  • Palacios, A., Arias, V., & Arias, B. (2014). Las actitudes hacia las matemáticas: Construcción y validación de un instrumento para su medida. Revista de Psicodidáctica, 19, 67–91.
  • Pepper, D. (2011). Assessing key competences across the curriculum and Europe. European Journal of Education, 46, 335–353.
  • Puig, J. M., Gijón, M., Martín, X., & Rubio, L. (2011). Aprendizaje-servicio y Educación para la Ciudadanía. Revista de Educación, Extraordinario, 1, 45–67.
  • Ramírez-García, A., Corpas-Reina, C., Amor, M. I., & Serrano, R. (2014). ¿De qué soy capaz? Autoevaluación de las competencias básicas. Revista Electrónica de Investigación Educativa, 16(3), 33–53.
  • Raufelder, D., Nitsche, L., Breitmeyer, S., Keßler, S., Herrmann, E., & Regner, N. (2016). Students’ perception of ‘good’ and ‘bad’ teachers-Results of a qualitative thematic analysis with german adolescents. International Journal of Educational Research, 75, 31–44.
  • Real Decreto 1513/2006, de 7 de diciembre, por el que se establecen las enseñanzas mínimas de la Educación Primaria. Boletín Oficial del Estado (España), 293, de 8 de diciembre de 2006.
  • Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher-student relationships on student´s school engagement and achievement: A meta-analityc approach. Review of Educational Research, 81, 493–529.
  • Ruiz, M. A., Pardo, A., & San Martín, R. (2010). Modelos de ecuaciones estructurales. Papeles del Psicólogo, 31, 34–45.
  • Sangrà, A., & Wheeler, S. (2013). Nuevas formas de aprendizaje informales: ¿O estamos formalizando lo informal? Revista de Universidad y Sociedad del Conocimiento, 10, 107–115.
  • Takayama, K. (2013). OECD, ‘Key competencies’ and the new challenges of educational inequality. Journal of Curriculum Studies, 45, 67–80.
  • Tiana, A., Moya, J., & Luengo, F. (2011). Implementing key competences in basic education: Reflections on curriculum design and development in Spain. European Journal of Education, 46, 307–322.
  • Ulrich, B. (1987). Perceptions of physical competence, motor competence, and participation in organized sport: Their interrelationships in young children. Research Quarterly for Exercise and Sport, 58, 57–67.
  • Valiente, C., Lemery-Chalfant, K., Swanson, J., & Reiser, M. (2008). Prediction of children’s academic competence from their effortful control, relationships, and classroom participation. Journal of Educational Psychology, 100, 67–77.
  • Zepke, N., Leach, L., & Butler, P. (2014). Student engagement: Students’ and teachers’ perceptions. Higher Education Research & Development, 33, 386–398.
  • Zhang, X., Anderson, R. C., Morris, J., Miller, B., Nguyen-Jahiel, K. T., Lin, T.-J., … Hsu, J. Y. (2016). Improving children’s competence as decision makers: Contrasting effects of collaborative interaction and direct instruction. American Educational Research Journal, 53, 194–223
  • Zijlstra, H., Wubbels, T., Brekelmans, M., & Koomen, H. (2013). Child perceptions of teacher interpersonal behavior and associations with mathematics achievement in Dutch early grade classrooms. The Elementary School Journal, 113, 517–540.
  • Zimmerman, B. J. (2011). Handbook of self-regulation of learning and performance. New York, NY: Routledge.