The Controversial Application of Competences in Teacher Training at University
This paper presents a conceptual clarification of the term ‘competences‘, outlining the authors‘ personal stance and examining different theoretical currents which offer differing views of this construct. Its polysemy and ambiguity generate different conceptions and, consequently, encompass differen...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Rosario Mérida Serrano [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch ; Spanisch |
| Erschienen: |
2013 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
In: Red U - Universitat Politècnica de València, 2021, 11(2013), 1, Seite 185-212 |
|---|---|
| Übergeordnetes Werk: |
volume:11 ; year:2013 ; number:1 ; pages:185-212 |
| Links: |
|---|
| DOI / URN: |
10.4995/redu.2013.5597 |
|---|
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DOAJ06260967X |
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10.4995/redu.2013.5597 doi (DE-627)DOAJ06260967X (DE-599)DOAJ3598ec6a9c30465e8fc31e30196bc02a DE-627 ger DE-627 rakwb eng spa Rosario Mérida Serrano verfasserin aut The Controversial Application of Competences in Teacher Training at University 2013 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper presents a conceptual clarification of the term ‘competences‘, outlining the authors‘ personal stance and examining different theoretical currents which offer differing views of this construct. Its polysemy and ambiguity generate different conceptions and, consequently, encompass different educational practices within university education. An exhaustive characterisation of this concept helps to identify its significant features: its holistic, comprehensive, contextual, axiological, transferable and evolutionary nature. This paper shows the potential of competences to offer frameworks of reference for the new model of university teaching proposed in the European Higher Education Area. Hence, competences appear as broad ends in themselves which frame the purposes and formative and professional profile of university course programmes, whilst at the same time facilitating the selection of contents, understood as cultural media, which in turn facilitate the acquisition of relevant, in-depth, interdisciplinary, flexible and creative knowledge. Competences allow us to design learning situations and to choose methodological principles which emerge from involving students in research processes in order to acquire new knowledge. Similarly, evaluation is affected by the inclusion of competences in the curriculum, requiring the application of an approach to training which is materialised through the use of different instruments to evaluate the processes and not just academic results. Finally, the paper analyses certain circumstances which have hindered the real application of competences in scenarios of higher education, proposing the RIECU network as an example of good practices for the development of professional competences in prospective Pre-Primary school teachers. competencias docentes competencias profesionales innovación educativa formación del profesorado Education L In Red U Universitat Politècnica de València, 2021 11(2013), 1, Seite 185-212 (DE-627)668310030 (DE-600)2627389-5 18874592 nnns volume:11 year:2013 number:1 pages:185-212 https://doi.org/10.4995/redu.2013.5597 kostenfrei https://doaj.org/article/3598ec6a9c30465e8fc31e30196bc02a kostenfrei https://polipapers.upv.es/index.php/REDU/article/view/5597 kostenfrei https://doaj.org/toc/1887-4592 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ GBV_ILN_206 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2011 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4305 AR 11 2013 1 185-212 |
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10.4995/redu.2013.5597 |
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controversial application of competences in teacher training at university |
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The Controversial Application of Competences in Teacher Training at University |
| abstract |
This paper presents a conceptual clarification of the term ‘competences‘, outlining the authors‘ personal stance and examining different theoretical currents which offer differing views of this construct. Its polysemy and ambiguity generate different conceptions and, consequently, encompass different educational practices within university education. An exhaustive characterisation of this concept helps to identify its significant features: its holistic, comprehensive, contextual, axiological, transferable and evolutionary nature. This paper shows the potential of competences to offer frameworks of reference for the new model of university teaching proposed in the European Higher Education Area. Hence, competences appear as broad ends in themselves which frame the purposes and formative and professional profile of university course programmes, whilst at the same time facilitating the selection of contents, understood as cultural media, which in turn facilitate the acquisition of relevant, in-depth, interdisciplinary, flexible and creative knowledge. Competences allow us to design learning situations and to choose methodological principles which emerge from involving students in research processes in order to acquire new knowledge. Similarly, evaluation is affected by the inclusion of competences in the curriculum, requiring the application of an approach to training which is materialised through the use of different instruments to evaluate the processes and not just academic results. Finally, the paper analyses certain circumstances which have hindered the real application of competences in scenarios of higher education, proposing the RIECU network as an example of good practices for the development of professional competences in prospective Pre-Primary school teachers. |
| abstractGer |
This paper presents a conceptual clarification of the term ‘competences‘, outlining the authors‘ personal stance and examining different theoretical currents which offer differing views of this construct. Its polysemy and ambiguity generate different conceptions and, consequently, encompass different educational practices within university education. An exhaustive characterisation of this concept helps to identify its significant features: its holistic, comprehensive, contextual, axiological, transferable and evolutionary nature. This paper shows the potential of competences to offer frameworks of reference for the new model of university teaching proposed in the European Higher Education Area. Hence, competences appear as broad ends in themselves which frame the purposes and formative and professional profile of university course programmes, whilst at the same time facilitating the selection of contents, understood as cultural media, which in turn facilitate the acquisition of relevant, in-depth, interdisciplinary, flexible and creative knowledge. Competences allow us to design learning situations and to choose methodological principles which emerge from involving students in research processes in order to acquire new knowledge. Similarly, evaluation is affected by the inclusion of competences in the curriculum, requiring the application of an approach to training which is materialised through the use of different instruments to evaluate the processes and not just academic results. Finally, the paper analyses certain circumstances which have hindered the real application of competences in scenarios of higher education, proposing the RIECU network as an example of good practices for the development of professional competences in prospective Pre-Primary school teachers. |
| abstract_unstemmed |
This paper presents a conceptual clarification of the term ‘competences‘, outlining the authors‘ personal stance and examining different theoretical currents which offer differing views of this construct. Its polysemy and ambiguity generate different conceptions and, consequently, encompass different educational practices within university education. An exhaustive characterisation of this concept helps to identify its significant features: its holistic, comprehensive, contextual, axiological, transferable and evolutionary nature. This paper shows the potential of competences to offer frameworks of reference for the new model of university teaching proposed in the European Higher Education Area. Hence, competences appear as broad ends in themselves which frame the purposes and formative and professional profile of university course programmes, whilst at the same time facilitating the selection of contents, understood as cultural media, which in turn facilitate the acquisition of relevant, in-depth, interdisciplinary, flexible and creative knowledge. Competences allow us to design learning situations and to choose methodological principles which emerge from involving students in research processes in order to acquire new knowledge. Similarly, evaluation is affected by the inclusion of competences in the curriculum, requiring the application of an approach to training which is materialised through the use of different instruments to evaluate the processes and not just academic results. Finally, the paper analyses certain circumstances which have hindered the real application of competences in scenarios of higher education, proposing the RIECU network as an example of good practices for the development of professional competences in prospective Pre-Primary school teachers. |
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The Controversial Application of Competences in Teacher Training at University |
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