Teachers` perspective on the 21st century competencies. A study in the west-central region of Portugal.
DOI:
https://doi.org/10.35362/rie740614Keywords:
21st century competencies, professional development of teachers, information societyAbstract
The challenges that contemporary society faces in terms of information management and employability in a context of growing uncertainty about the future have led to an increase in international studies about the need to adapt education systems to this new reality.
Some of the questions that have arisen in these studies are related to the connection between globalization and technology: in an increasingly networked society, should school stick to an educational and didactic model based on knowledge transfer? While facing new emerging forms of economy and the required profile for individuals who should serve it, school is forced to shift the theoretical paradigm of its action and review its collective praxis. What is the perception of Portuguese teachers concerning this new social task? What are the skills they should develop in order to be change agents of their students?
In this study, which was carried out by a team of Portuguese and Brazilian researchers in partnership with two training centers in the west-central region of Portugal, we sought to understand the importance attributed by a sample group of teachers (N = 472): first, to a set of 13 skills students should develop and, second, to a set of 13 skills to be integrated in their professional profile and which are considered relevant in international studies, in both cases, especially those promoted by the OECD (2009, 2015), UNESCO (2015) and UE (2010; 2014).
Downloads
References
Carmelo, L. (2003). Órbitas da Modernidade. Da era do sujeito à consciência fglobal. Lisboa: Mareantes ed.
COM. (2010). Creative Learning and Innovative Teaching. Final Report on the study on creativity and innovation in Education in the EU Member States. EN: IPTS. UE.
COM. (2014). Supporting Teacher Competence Development, for better learning outcomes. Draft work on http://ec.europa.eu/education/school-education/teacher-cluster_en.html, pesquisado em 20.02.2017.
COM-Cedefop. (2008). Terminology of European Education and Training Policy. Luxembourg: Office for Official Publications of the European Communities.
Conway, P., Murphy, R., Rath, A., & Hall, K. (2009). Learning to Teach and its Implications for the continuum of teacher education: a nine-crountry cross-national study. Irland: Teaching Council.
Darling-Hammond, L. (2006). Constructing 21 st-Century Teacher Education. Journal of Teaching Education, 57(3), 300-314.
Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative Leaning Environments in education- A systematic literature review. Thinking Skills and Creativity, (8), 80-91.
Deakin Crick, R. (2008). Pedagogy for Citizenship. Em F. O. (eds)., Getting Involved: global citizenship development and sources of moral values. (pp. 31-55). Rotterdam: Sense Pub.
DGEEC. (s.d.). Estatísticas da Educação 2014/2015. Obtido em fevereiro de 2017, de http://w3.dgeec.mec.pt/dse/eef/2015/inicio.asp
Ferry, L. (2003). Homo Aestheticus. Coimbra: Almedina.
Hannon, V. (2009). Only Connect!: A new paradigm for learning innovation in the 21 st century. Vancouver: Centre of Strategic Education.
Innerarity, D. (2006). O novo Espaço Público. Lisboa: Teorema.
Jesus, S. (1998). Bem-Estar dos Professores. Estratégias para a realização e Desenvolvimento Profissional. Porto: Porto ed.
Kuenser, A. (2002). Competência como práxis: os dilemas da relação entre teoria e prática na educação dos trabalhadores. S. Paulo: xx.
Lindblad, S., Johannesson, I., & Simola, H. (2002). Education Governance in Transition: an introduction. Scandinavian Jornal of Education Reasearch, 46(3), 237-245.
Lipovetsky, G., & Charles, S. (2013). Os Tempos Hipermodernos. Ed. 70: Lisboa.
Magalhães, A. (1998). A Escola na transição pós-moderna. Lisboa: IIE.
Maroco, J. (2010). Análise Estatística com Utilização do SPSS. Lisboa: Sílabo.
Maroco, J., & Bispo, R. (2005). Estatística aplicada às ciências sociais e humanas (2ª ed.). Lisboa: Climepsi Editores.
Morgado, J. (2004). Qualidade na Educação. Um desafio para os professores. Lisboa: Presença ed.
Morin, E. (2015). O Espírito do Tempo. Lisboa: Ed. Piaget.
OCDE. (2008). Innovation to Learn, Learning to Innovation. Centre for Educational Research and Innovation.
OCDE. (2009). Teacher Evaluation. A conceptual framework and examples of country practices. OECD Publ.
OCDE. (2010). Comment apprend-on? La recherche au service de la pratique. OCDE Publ.
OCDE. (2014). 21 Sst Skills and Competences for new millenium learners in OECD countries. OECD Publ.: Education worker pappers, n.º 41, consultado em http://dx.doi.org/10.1787/218525261154 em 12.01.2017.
Pereira, P. (1998). O Espaço e o Tempo. Intraligações. Lisboa: Fim de Século ed.
Perrenoud, P. (2002). As competências para ensinar no século XXI: a formação dos professores e o desafio da avaliação. . Porto Alegre: Armed.
Pestana, M. H., & Gageiro, J. N. (2008). Análise de Dados Para Ciências Sociais - A Complentaridade do SPSS (5ª ed.). Lisboa: Sílabo.
Popper, K. (1999). A Vida é Aprendizagem. Lisboa: Ed. 70.
Pourtois, J.-P., & Desmet, H. (1999). A Educação Pós-Moderna. Lisboa: Instituto Piaget.
Ramos, M. (2001). A Pedagogia das competências: autonomia ou adaptação? S. Paulo: Cortez ed.
Ropé, F., & Tangui, L. (1997). Saberes e Competências. O uso de tais noções na escola e na empresa. Campinas: Papirus.
Tedesco, J. (2000). O Novo Pacto Educativo. Educação, Competitividade e cidadania na sociedade moderna. Gaia: FML.
Twinning, P., Raffaghelli, J., & Albion, P. (2013). Moving Education into the digital age: the contribution of teachers’professional development. Journal of Computer Assisted Learning, 426-437.
UE (2010). Creative Learning and Innovative Teaching. Final Report on the study on creativity and innovation in Education in the EU Member States. EN: IPTS. UE.
UE (2014). Horizon Report: 2014 Schools Edition. Luxembourg: Office of the European Union.
UNESCO (2006). Educação, um tesouro a descobrir. S. Paulo: Cortez ed.
UNESCO (2015). Education 2030. Incheon declaration and Framework for action. Towards Inclusive and equitable quality education and lifelong learning for all. ED.
Zabalza, M. (1997). Diseño y Desarrollo curricular. Madrid: Narcea.
Zabalza, M. (2007). La Enseñanza Universitaria. El escenario y sus protagonistas. Madrid: Narcea.
Zabalza, M. (2012). La universidad de las Competencias. Editorial. Revista de Docencia Universitária 10(2), 12-14.
How to Cite
Published
Issue
Section
License
Any authors who publish with this journal accept the following terms:
