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

Any de publicació: 2018

Volum: 30

Número: 1

Pàgines: 18-37

Tipus: Article

DOI: 10.1080/11356405.2018.1436796 DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Culture and Education, Cultura y Educación

Objectius de Desenvolupament Sostenible

Resum

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

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